Nationalistic Education in a Post-colonial Age: the Impact of Study Trips to China and the Development of Hong Kong Students' National Identity

2004 ◽  
Vol 24 (2) ◽  
pp. 205-224 ◽  
Author(s):  
Sammy King-fai Hui ◽  
Frankie Ka-ki Cheung ◽  
Yama Yuk-ngo Wong
Keyword(s):  
Hong Kong ◽  
National Identity ◽  
Post Colonial ◽  
Hong Kong Students ◽  
The Impact

scholarly journals Madamato and Colonial Concubinage in Ethiopia: A Comparative Perspective

Aethiopica ◽  
2013 ◽  
Vol 14 ◽  
pp. 184-205
Author(s):  
Giovanna Trento
Keyword(s):  
Nineteenth Century ◽  
National Identity ◽  
Small Body ◽  
Comparative Perspective ◽  
Late Nineteenth Century ◽  
Horn Of Africa ◽  
Local Agency ◽  
Post Colonial ◽  
Late Nineteenth ◽  
The Impact

Colonial concubinage in Ethiopia during the Italian occupation (1936–1941) has not been deeply studied yet. This article explores the peculiarities of the so-called madamato – that was banned under Fascism in 1937 but developed despite the racist legislation – by firstly comparing its practices in Ethiopia with that which took place from the late Nineteenth century in Eritrea. Indeed, on the Eritrean case a small body of significant literature already exists. In addition, by relying on both written and oral sources, this article highlights the relevance of local agency, the influence of “traditional” customs and religion, and the role played by Ethiopian women in the impact of and the shape taken by colonial concubinage in Ethiopia. It also points out some continuity between the colonial and post-colonial periods (in terms of social behaviors) and the complex roles played in local societies by Ethiopian-Italians and Eritrean-Italians (including the offspring of relationships based on concubinage). Furthermore, this article highlights that gender relations in the region during Italian rule were also affected by the fact that Italian colonialism in the Horn of Africa influenced to some extent the construction of Italian national identity and self-representation.

Musical learning: Differences between boys and girls in Hong Kong Chinese co-educational secondary schools

2001 ◽  
Vol 18 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Wai-chung Ho
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Classical Music ◽  
Instrumental Learning ◽  
Western World ◽  
Learning Differences ◽  
Hong Kong Students ◽  
Learning Types ◽  
The Impact ◽  
Sampling Survey

This paper presents an overview of boys' and girls' musical learning inside and outside school. This involves a sampling survey of 877 pupils (414 boys and 463 girls) in nine Chinese secondary schools. The paper argues that patterns of gender stereotyping associated with music among Hong Kong students have some similarities with those in the Western world. The impact of gender beliefs was most evident in types of instrumental learning, types of music activities, and listening and singing preferences. The subjects' attitudes towards the promotion of popular and Western classical musics in school emerged as statistically significant, while their attitude towards Chinese classical music was non-significant.

France in Flux

2019 ◽  
Keyword(s):  
National Identity ◽  
Contemporary Fiction ◽  
Refugee Camps ◽  
Post Colonial ◽  
Industrial Sites ◽  
Industrial Age ◽  
And Migration ◽  
The Look ◽  
Post Industrial ◽  
The Impact

The look and feel of metropolitan France has been a notable preoccupation of French literary and visual culture since the 1980s. Numerous writers, filmmakers and photographers have been drawn to articulate France’s contrasting spatial qualities, from infrastructural installations such as roads, rail lines and ports, to peri-urban residential developments and isolated rural enclaves. In doing so, they explore how the country’s acute sense of national identity has been both asserted and challenged in topographic terms. This wide-ranging collection of essays explores how the contemporary concern with space in France has taken shape across a range of media, from recent cinema, documentary filmmaking and photographic projects through to television drama and contemporary fiction, and examines what it reveals about the state of the nation in a post-colonial and post-industrial age. The impact of global flows of capital, trade and migration can be mapped through attention to the specificities of place and topography. Investigation of liminal locations, from seaboard cities and abandoned industrial sites to refugee camps and peasant smallholdings, interrogates the assertion of a national territory (and thereby, a national identity) through the figure of the hexagon, and highlights the fluidities, instabilities and lines of flight which render it increasingly unsettled.

Are we on the same page?

2016 ◽  
Vol 5 (1) ◽  
pp. 109-120 ◽  
Author(s):  
Mina Min
Keyword(s):  
Hong Kong ◽  
National Identity ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Content Type ◽  
Intended Curriculum ◽  
Unique Identity ◽  
Teachers And Students ◽  
Hong Kong Students ◽  
Negative Perceptions

Purpose – Hong Kong is a case that demonstrates the distinctively multi-dimensional nature of citizenship within and in relation to a given nation. The purposes of this paper are to: first, discuss Hong Kongers’ unique identity and the influence of political, historical and economic factors on them in order to show the value of challenging the “national citizenship” approach as a dominant discourse in the intended curriculum of Hong Kong citizenship education; second, analyze the efforts of the People’s Republic of China (PRC) to foster a stronger sense of Chinese national identity in Hong Kong students; and third, evaluate the appropriateness of this nationalistic approach by examining its compatibility with and coherence to in relation to the implemented and attained curriculum. Design/methodology/approach – This study analyzes existing scholarly discussions on the PRC’s emphasis on Chinese national identity in citizenship education and negative perceptions held by teachers and students regarding the approach and presentation of their actual teaching and learning practices for citizenship education with empirical data. Findings – This paper illuminates the mismatch found between the intended curriculum and the implemented and attained curriculum in terms of the viewpoints of good citizens. Originality/value – The notion of “cultural citizenship” is suggested as an alternative approach to developing the curriculum of Hong Kong citizenship education. This paper will be of interest to those curriculum scholars, educational authorities and teachers who are interested in developing and implementing the curriculum of citizenship education.

Revisiting native speaking teachers of English in Hong Kong

2016 ◽  
Vol 18 (1) ◽  
pp. 53-68
Author(s):  
Darren A. Bryant
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Post Colonial ◽  
English Language Teachers ◽  
The Impact ◽  
Native Speaking Teachers

Purpose – In 1997, Joseph Boyle critiqued the Hong Kong Government’s policy of recruiting native-speaking teachers (NSTs) of English into secondary schools. Boyle examined NSTs from a post-colonial and socio-linguistic stance. He concluded that the scheme was “largely ineffective” and that efforts to expand the scheme would likely fail due to the government’s implicit lack of trust in the capacities of non-native-speaking teachers’ (NNSTs) of English. However, almost two decades later the scheme has expanded across the primary and secondary sectors. The purpose of this paper is to explore how changing educational contexts and reform efforts have influenced conceptions of NSTs as articulated in Hong Kong policy. Design/methodology/approach – The research is approached retrospectively through an interpretivist paradigm, analysing policy documents, implementation materials, evaluation reports, and interview transcripts. Over 41 scheme stakeholders participated in the interviews, inclusive of policy makers, government officials, academics, teacher educators, principals and teachers, who were active over different phases of the scheme. Findings – The intended role and perceived competencies of the NSTs have been impacted by imported education reforms leading to new rationales for maintaining and expanding NST deployment. These shifts, however, lead to new tensions among idealised images of NSTs, their capacities, and the aims of policy makers and scheme implementers. Originality/value – The value of this paper lies in its reconsideration of the role of NSTs in light of educational reform efforts influenced by global change. This perspective varies from conventional critiques that focus on NSTs’ and NNSTs’ differing capacities as English language teachers by considering the impact of historic developments on later policies, and the tendency of policy makers to legitimise reform by importing international innovations. Second, it demonstrates how idealised images of NSTs simultaneously justify policies and pose challenges to effective implementation.

The Impact of External Change on Civil Service Values in Post-Colonial Hong Kong

2015 ◽  
Vol 222 ◽  
pp. 522-546 ◽  
Author(s):  
John P. Burns ◽  
Li Wei
Keyword(s):  
Hong Kong ◽  
Civil Service ◽  
Civil Servants ◽  
External Shocks ◽  
Governance Reform ◽  
Post Colonial ◽  
Minimum Wage Legislation ◽  
The Impact ◽  
Fiscal Prudence ◽  
Depth Interviews

AbstractScholarly work in the 1990s indicated that the values of civil servants in late colonial Hong Kong were evolving from those of classical bureaucrats to those of more political bureaucrats as the political and social environment changed. Based on in-depth interviews with 58 politicians and senior civil servants carried out between 2009 and 2012, we argue that Hong Kong civil service values have adapted owing in part to external shocks such as regime change and governance reform. Still, traditional civil service values such as fiscal prudence and balancing various community interests continue to be prominent. We illustrate the influence of civil service values in two policymaking cases: small-class teaching and minimum-wage legislation.

Conflicts in Biafra, Katanga and Cabinda as a result of the geopolitical legacy of colonialism

2020 ◽  
Vol 2020 (10-3) ◽  
pp. 238-246
Author(s):  
Olga Dzhenchakova
Keyword(s):  
Democratic Republic ◽  
Economic Factor ◽  
Colonial Period ◽  
Sub Saharan Africa ◽  
Negative Consequences ◽  
Post Colonial ◽  
Republic Of The Congo ◽  
Sub Saharan ◽  
The Republic ◽  
The Impact

The article considers the impact of the colonial past of some countries in sub-Saharan Africa and its effect on their development during the post-colonial period. The negative consequences of the geopolitical legacy of colonialism are shown on the example of three countries: Nigeria, the Democratic Republic of the Congo and the Republic of Angola, expressed in the emergence of conflicts in these countries based on ethno-cultural, religious and socio-economic contradictions. At the same time, the focus is made on the economic factor and the consequences of the consumer policy of the former metropolises pursuing their mercantile interests were mixed.

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