Searching for an Identity: Debates over Moral and National Education as an Independent Subject in Contemporary Hong Kong

2013 ◽  
Vol 11 (2) ◽  
pp. 88-97
Author(s):  
Zardas Shuk-Man Lee ◽  
Phoebe Y. H. Tang ◽  
Carol C. L. Tsang
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
Chinese History ◽  
School Subject ◽  
National Education ◽  
The Public ◽  
Local Schools ◽  
Education Today ◽  
The Government ◽  
Education In Hong Kong

The government of the Hong Kong Special Administrative Region [HKSAR] announced the introduction of Moral and National Education (MNE] as an independent and compulsory school subject in May 2011. The content of MNE's consultation draft and the teaching material produced by government-funded organizations incited about 100,000 people to demonstrate outside the Hong Kong government headquarters for eight consecutive days in early September 2012. Protesters including teachers, parents, students, and concerned members of the public described MNE as 'brainwashing, and demanded the curriculum's withdrawal. This article presents the historical development of national education in Hong Kong, the various challenges the MNE curriculum faced, and the conflicts and negotiations between the government and the public. It first explores the background of national education reform in Hong Kong since 2000. It then examines how the government instructed local schools to teach national identity in subjects of Chinese History and the newly proposed MNE. The next section discusses the declining importance of Chinese History education since 2000. The article concludes by reviewing the voices supporting and opposing MNE, the most recent development in Hong Kong's education today.

A preliminary study on music as a tool of nationalistic education

2018 ◽  
Vol 7 (1) ◽  
pp. 15-25
Author(s):  
Chi Cheung Leung
Keyword(s):  
Hong Kong ◽  
Young Generation ◽  
Chinese History ◽  
Cultural Perspective ◽  
Ancient China ◽  
Content Type ◽  
National Education ◽  
The Government ◽  
Diverse Cultures ◽  
Education In Hong Kong

Purpose The purpose of this paper is to discuss nationalistic education in Hong Kong from a cultural perspective. It highlights the challenges faced by the Hong Kong Government and the growing antagonism and mistrust between the young generation and the government. The paper reviews the cultural policies adopted by the Western Zhou, Han and Tang dynasties in ancient China. Design/methodology/approach This paper adopts a historical approach by reviewing the policies in music and culture in the Chinese history and argues for the adoption of a soft approach to nationalistic education in Hong Kong. Findings Results show that being inclusive toward diverse cultures, trusting and valuing people’s voices and accepting differences of opinion are effective policies that were adopted by the respective dynasties. The results shed light on the possibility of nurturing nationalism through education in music and culture. Research limitations/implications The historical examples mentioned in this paper are only selected periods of the Chinese history. Thus, the survey could not be taken as a comprehensive review. Practical implications This paper reviews the policies concerning music and culture in ancient China and argues for transferring the soft approach of predecessors toward these subjects as part of the nationalistic education of Hong Kong. Social implications The results shown should be considered seriously by the Hong Kong Government as an effective substitute policy for the past stringent approach of implementing national education in Hong Kong. Nationalistic education focusing on music and culture is a common root for all Chinese and should be used in future to build up trust and common values between China and Hong Kong. Originality/value The originality of this research lies in its dealing with nationalism and national education, recommending a soft approach to education viewed through the prisms of music and culture.

State Formation and Education in Hong Kong

Asian Survey ◽  
2013 ◽  
Vol 53 (4) ◽  
pp. 728-753 ◽  
Author(s):  
Tracy Lau
Keyword(s):  
Hong Kong ◽  
State Formation ◽  
Educational Practices ◽  
National Education ◽  
History Of ◽  
The Government ◽  
Education In Hong Kong

This article examines the connection between pro-Beijing schools and national education, focusing on the shaping of national education in the history of Hong Kong. The study also illuminates the similarities in national educational practices between the government-approved post-1997 model and the traditions of these pro-Beijing schools.

Flood alleviation in a heavily urbanized area – Kai Tak Nullah, Hong Kong

2012 ◽  
Vol 7 (4) ◽  
Author(s):  
Alan K. L. Chan ◽  
Colin K. C. Wong ◽  
Robin H. N. Lee ◽  
Mike W. H. Cho
Keyword(s):  
Hong Kong ◽  
Public Engagement ◽  
Urban Areas ◽  
Hydraulic Modelling ◽  
The Public ◽  
Design Considerations ◽  
Urbanized Area ◽  
Development Area ◽  
The Government ◽  
Exercise Design

The existing Kai Tak Nullah flows from Po Kong Village Road along Choi Hung Road and Tung Tau Estate into Kai Tak Development Area before discharging into the Victoria Harbour. Historically its upstream has been subject to flooding under storm conditions and this has had serious repercussions for the adjacent urban areas. A study has been commissioned by the Drainage Services Department of the Government of the Hong Kong Special Administrative Region (HKSAR), China to investigate the flood mechanisms and to provide flood alleviation measures by improving the capacity of the Kai Tak Nullah. In addition to flood alleviation, there is a strong public aspiration to rehabilitate the Kai Tak Nullah by a comparatively natural river design. Since the Kai Tak Nullah is located within a heavily urbanized area, traffic and environmental impacts are also highly concerned. The final flood alleviation scheme has thus had to strike a balance among the aforesaid factors with assistance from the hydraulic modelling utilizing InfoWorks Collection Systems (CS) software. This paper presents the public engagement exercise, design considerations, methodologies, and recommendations regarding the reconstruction and rehabilitation of the Kai Tak Nullah.

Sumbangan Angkatan Belia Islam Malaysia (ABIM) Terhadap Masyarakat Melayu di Malaysia dalam Menangani Isu-Isu Sosioekonomi, 1971-2000

2021 ◽  
Vol 24 (1) ◽  
pp. 171-191
Author(s):  
Siti Ruzana Ab Ghani ◽  
Rahilah Omar ◽  
Azlizan Mat Enh ◽  
Russli Kamaruddin
Keyword(s):  
Education System ◽  
Primary Sources ◽  
Online Data ◽  
Youth Movement ◽  
National Education ◽  
Economic Issues ◽  
Islamic Movement ◽  
Library Studies ◽  
Education Today ◽  
The Government

Artikel ini membincangkan sumbangan Angkatan Belia Islam Malaysia (ABIM) terhadap masyarakat Melayu di Malaysia dalam menangani isu-isu sosioekonomi, 1971-2000-an. Kajian artikel ini dilakukan untuk mengisi kekurangan penulisan terhadap sumbangan badan NGO Islam bukan kerajaan yang dikenali sebagai gerakan Islam ABIM kepada masyarakat Melayu dalam menangani isu-isu sosioekonomi. Isu-isu sosioekonomi masyarakat Melayu selepas merdeka adalah sangat meruncing dan ini ditambah lagi dengan kesan Dasar Ekonomi Baru (DEB) yang diperkenalkan pada tahun 1970. Masyarakat Melayu masih terpinggir dari aspek sosioekonomi khususnya pendidikan Islam dan jurang pendapatan masih membimbangkan. Maka gerakan Islam ABIM bangkit membantu masyarakat Melayu dalam menangani isu-isu sosioekonomi ini. Kajian ini menggunakan kaedah pendekatan disiplin sejarah dengan menganalisis dokumen terhadap sumber primer seperti Laporan Tahunan ABIM, Risalah, Siaran Media, Kenyataan Akhbar, Ucapan Dasar Muktamar dan melalui temu bual. Sumber sekunder pula dikumpul daripada kajian perpustakaan berdasarkan bahan ilmiah, buku, akhbar dan data atas talian. Hasil kajian membuktikan bahawa dari aspek sosial sistem pendidikan dalam gerakan Islam ABIM berjaya memenuhi keperluan sistem pendidikan Islam kepada masyarakat Melayu selari dengan pendidikan nasional. Sistem pendidikan dalam gerakan Islam ABIM yang terancang dan tersusun memberikan kesan kepada lahirnya pendidikan diniah. Manakala dari aspek ekonomi pula gerakan Islam ABIM telah menubuhkan Koperasi Belia Islam Malaysia Berhad (KBI) yang dapat menambah pendapatan masyarakat Melayu khususnya dalam kalangan ahli semakin meningkat.  Gerakan Islam ABIM juga secara tidak langsung dapat membantu pihak kerajaan Malaysia menyeimbangkan sosioekonomi penduduk khususnya masyarakat Melayu sehingga tahun 2000. This article discusses the contribution of Muslim Youth Movement of Malaysia (ABIM) of the Malay community in Malaysia in addressing socio-economic issues, 1971-2000. This article studies conducted to fill the lack of movement ABIM writing contributions in addressing socio-economic issues of the community. ABIM movement arose to help the Malay community in addressing the socio-economic issues. This study uses the method of historical discipline approach by analyzing documents on primary sources such as ABIM Annual Report, Brochures, Media Releases, Press Statements, Muktamar Policy Speeches and through interviews. Secondary resources were collected from library studies based on scientific materials, books, newspapers and online data. The results prove that the social aspects of the education system in the Islamic movement ABIM successfully meet the needs of the education system to the community in line with the national education. The planned and organized education system in the ABIM Islamic movement has an impact on the birth of education today. Whereas the economic aspects of the Islamic movement ABIM also established the Cooperative Belia Islam Malaysia Berhad (IAC), which can increase the income of the community, especially among members is increasing. The Islamic movement ABIM also indirectly help the government balance the socio-economic conditions, especially the Malays until 2000.

Nationalistic education in the Hong Kong and the Macao SARs of China

2018 ◽  
Vol 7 (4) ◽  
pp. 395-411 ◽  
Author(s):  
Eric King-man Chong
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Civil Society ◽  
Civic Education ◽  
Thinking Skills ◽  
Multiple Perspectives ◽  
Content Type ◽  
National Education ◽  
National Identification ◽  
Education In Hong Kong

Purpose The purpose of this paper is to compare and analyse the role and implementation of nationalistic education in Hong Kong and Macau special administrative regions (SARs) since their respective handover of sovereignty to China in the late 1990s. Both SARs face the educational need to cultivate a Chinese national identification among the students after the sovereignty changes. While Macau SAR has enjoyed a relatively smooth implementation of nationalistic education towards which Macau’s schools and students are largely receptive to nationalistic programmes since its handover in 1999, Hong Kong SAR Government’s nationalistic education was met by reservation from some parents, students and civil society’s groups under allegations of “political indoctrination” and “brain-washing”. The Hong Kong civil society’s resistance to National Education culminated in the anti-Moral and National Education protest in Summer 2012 and then Hong Kong schools and society. This paper attempts to provide an overview and analysis on the development of nationalistic education in both Hong Kong and Macao SARs, and to give some possible explanations on the factors that lead to differences of perceiving and responding to the nationalistic education between both places. Design/methodology/approach After conducting a literature review, this study utilises different sources of data such as curriculum guidelines, previous studies and other scholarly findings in examining the development of civic education and national education policy in both SAR societies, as well as in discussing the possible developments of nationalistic education in both SARs by making references to previous studies of citizenship and nationalistic education. Findings This study found out that different relationships between the two SAR Governments and their respective civil society, the extent of established socio-political linkages with China, as well as the introduction of a core subject of Liberal Studies in Hong Kong secondary schools, which emphasises on multiple perspectives and critical thinking skills, are some plausible factors that explain different stories and developments of implementing nationalistic education in Hong Kong and Macao SARs. Research limitations/implications For giving suggestions for a nationalistic education in both Chinese SARs, first, there should be an exploration of multiple citizenship identities. This will allow people to choose their identities and thus facilitate their belongingness in terms of local, national and global dimensions. In addition, there should be an exploration of a Chinese national identification with different emphases such as knowledge orientation and critical thinking so as to cater for youth values. Promoting the idea of an informed and reasonable-in-thinking patriot could also be a way to ease the concern that building a national identity negates a person’s freedom of thinking. Originality/value This paper attempts to compare and analyse the different responses to the same policy of enhancing nationalistic education development in both Hong Kong and Macao SARs of China. Some plausible explanations were given based on political, social and educational factors, as well as youth value oritentations. This paper would be an attempt to show that a top-down single-minded orientated nationalistic education may not work well a society such as Hong Kong, where civil society and youth values are quite different than that can be found in China.

scholarly journals HONG KONG SAR IMMIGRATION IN THE DYNAMICS OF POLITICS, POLICY AND INSTITUTION

2018 ◽  
Vol 1 (2) ◽  
pp. 69-81
Author(s):  
Andry Indrady
Keyword(s):  
Hong Kong ◽  
Transition Period ◽  
Executive Power ◽  
Power Domination ◽  
The Public ◽  
Hong Kong Sar ◽  
British Colonial ◽  
The Government ◽  
Colonial Government ◽  
And Control

The Bureaucratic System of the Immigration Department of Hong Kong SAR is one of the legacies from British Colonial Government seen from legal and also immigration bureaucratic perspectives reflect the executive power domination over immigration policymaking. This is understandable since Hong Kong SAR adopts “Administrative State Model” which means Immigration Officer as a bureaucrat holds significant roles at both stages of policymaking and also its implementation. This research looks at transition period of the Immigration Department and its policies since the period of handover of Hong Kong SAR from the British Government to the Government of China especially throughout the concern from the public including academics about the future of immigration policies made by the Department that arguably from colonial to current being used as political and control tools to safeguard the interest of the Ruler. This situation ultimately will question the existence of Hong Kong SAR as one of the International Hub in the Era of Millennium.  

scholarly journals RELATIONSHIP BETWEEN JOB SATISFACTION AND TEACHER WORK PERFORMANCE

2021 ◽  
Vol 3 (10) ◽  
pp. 111-119
Author(s):  
Aini Wizana Ismail ◽  
Kamal Ab Hamid ◽  
Shahrizal Badlishah
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Education Reform ◽  
Work Performance ◽  
Northern Region ◽  
Peninsular Malaysia ◽  
Distribution Method ◽  
National Education ◽  
Teacher Work ◽  
The Government

The government is very concerned about issues related to schooling because the results of education today will shape our generation in the future. In this regard, the government takes seriously the aspect of national education and implements various initiatives to improve the effectiveness and excellence of schools through one of the aspects contained in the strategic thrust of the Malaysian Education Development Plan (PPPM) 2013-2025 which is focused on the quality of student academic achievement as the main agenda of education reform. Therefore, in an effort to improve and enhance work performance among teachers, there are related issues that need to be emphasized. Teacher job performance gaps are examined and given emphasis from the aspect of job satisfaction, Therefore, this study aims to identify the relationship between job satisfaction factors and teacher job performance. The population of this study consisted of teachers at Sekolah Menengah Kebangsaan (SMK) in the education sector in the northern region, Peninsular Malaysia. However, for this study, the focus is given to the two locations of the states involved, are Perlis and Kedah. This location was chosen because the schools involved in this study are under one education system that implements the same policies and policies and the implementation of curricular and co-curricular activities is also the same. In fact, the schools involved in this study also received allocations and financial assistance in almost the same amount for the whole country (Ministry of National Education, MOE). For research purposes, this study used the questionnaire distribution method. While the process to analyze the data is using Statistical Packages for Social Science (SPSS) Version 24. The results of the analysis found that job satisfaction has a significant positive relationship with teacher work performance.

Diasporic Memories and Conceptual Geography in Post-colonial Hong Kong

2014 ◽  
Vol 48 (6) ◽  
pp. 1566-1593 ◽  
Author(s):  
ANGELINA Y. CHIN
Keyword(s):  
Hong Kong ◽  
Collective Identity ◽  
Pearl River Delta ◽  
River Delta ◽  
Pearl River ◽  
Chinese History ◽  
Pearl River Delta Region ◽  
The Pearl River Delta ◽  
The Government ◽  
The Pearl River

AbstractThis paper explores how the government of the People's Republic of China (PRC) has been trying to incorporate post-1997 Hong Kong into the framework of a Greater China. The construction of two ‘narratives’ are examined: the grand narrative of Chinese history in secondary school textbooks in Hong Kong; and the development of a new regional framework of the Pearl River Delta. The first narrative, which focuses on the past, signals the PRC government's desire to inculcate through education a deeper sense of collective identity as patriotic citizens of China amongst residents of Hong Kong. The second narrative, which represents a futuristic imagining of a regional landscape, rewrites the trajectory of Hong Kong by merging the city with the Pearl River Delta region. However, these narrative strategies have triggered ambivalent responses from people in Hong Kong, especially the generations born after 1980. In their discursive battles against merging with the mainland, activists have sought to instil a collective memory that encourages a counter-imagination of a particular kind of Hong Kong that draws from the pre-1997 past. This conflict pits activists and their supporters against officials in the local government working to move Hong Kong towards integration with greater Guangdong and China at large. But the local resistance discourses are inadequate because they are constrained by their own parochial visions and colonial nostalgia.

FOUNDATIONS AND MAIN THESES OF NEW EDUCATIONAL AND PREVENTIVE PROGRAMS AS DETERMINED IN THE GOVERNMENT DOCUMENTS

2018 ◽  
Vol 4 (2) ◽  
pp. 423-439
Author(s):  
Joanna Łukjaniuk
Keyword(s):  
Education Reform ◽  
Education Law ◽  
National Education ◽  
Government Documents ◽  
The Law ◽  
The Government ◽  
Paper Author

In the paper author made the analysis of three fundamental legal acts for the Polish education reform as regards principles and recommendations concerning educational and preventive programs. These are the law on 14 December 2016 Education Law (Oj 20017, pos. 59), Regulation of the Minister of National Education on 14 February 2017 and Regulation of the Minister of the National Education on 30 January 2018. Analysis concerns foundations and elements of the continuity as well as the presentation of the most important changes in comparison with the previous programs and emphasised deficiencies.

Building Houses by the Rootless People: Youth, Identities, and Education in Hong Kong

2020 ◽  
Vol 90 (2) ◽  
pp. 282-294
Author(s):  
CHUNG-HIN KEVIN HO ◽  
HEI-HANG HAYES TANG
Keyword(s):  
Hong Kong ◽  
History Education ◽  
Civic Identity ◽  
Chinese Government ◽  
Reflective Dialogue ◽  
History Curriculum ◽  
Ethnic And Cultural Identity ◽  
The Government ◽  
The City ◽  
Education In Hong Kong

In this essay, Chung-Hin Kevin Ho, a history education university student in Hong Kong, narrates his search for civic identity. Composed through a process of critical and reflective dialogue with Hayes Tang, the essay describes the tension between Chung-Hin’s Chinese ethnic and cultural identity and the democratic values held by Hong Kongers. As a student, he and his peers had to navigate these competing conceptions of identity in their coursework and examinations. The youth of Hong Kong, including Chung-Hin, have protested against the Chinese government, and have fought to protect the values of Hong Kong. As a future educator, Chung-Hin has advice for the government administrations of both Hong Kong and China: work with Hong Kongers to help them “build their own house.” Chung-Hin argues that if Hong Kong is to become closer to China, it cannot be done through force or propaganda. Further, Chung-Hin contends that education initiatives that change the history curriculum of Hong Kong schools is not enough to bring the youth of the city to heel. Chung-Hin’s experiences, and his own understanding of history education in Hong Kong, have helped him see that the values of Hong Kongers need to be respected if there is any hope of gaining their trust and acceptance. In this timely essay, Chung-Hin highlights how government policies and historical legacies have shaped his personal experience and educational trajectory in Hong Kong, as well as the other students who are a part of the largest youth protest movement in recent memory.

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