Skip to main content

Citizenship Education in Post-Colonial Times

Buy Chapter:

$17.00 + tax (Refund Policy)

In Chapter Two, it was shown that citizenship education as political socialisation in Hong Kong changed with changes of time and politics. Citizenship education after 1997 had emerged in a local framework of national education in which national identity and democracy seemed to be the core civic components despite the discursiveness, complexity, uncertainty, multidimensionality and fluidity of the change, with different and even contradictory underlying political, philosophical and ideological beliefs and orientations. This showed a marked difference from the civic education of the colonial period, which “alienated many students from their Chinese nationality and local politics, and fostered their identification as ‘subjects’ rather than ‘citizens’” (Tse 1999: 154). It is worth noting here that the post-colonial development of Hong Kong was not for national independence but re-integration with the Mainland China. Local citizenship education reforms, for example, for teaching liberal democracy after the withdrawal of the British colonial presence need not necessarily be “national” as in many other Asian counterparts where indigenous phenomena were revived as “national” after independence. Hong Kong's civic education will remain focused on the indigenous without changing its status and the national will only appear if there is accommodation of national elements from China. What counts in Hong Kong is national territorial re-integration, the “one country two systems” principle.

In this chapter, we will first examine current studies of citizenship education and cases in other countries, specifically those with an anti-colonial history in Asia. The notion of political socialisation will be used to look at the status and role of school and citizenship education in a society undergoing institutional and political changes in nation- and state-building. We shall also study different approaches to nation formation and examine the relationship with citizenship education in the Asian context, particularly in those countries which are characterised as “developmental states” (Green 1997) in pursuing developments and modernisation and then go back to Hong Kong to draw on this analysis and comparison. The final section will develop a theoretical framework for “national” learning in a democratised civic education as instigated in a local school.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Publication date: 01 January 2012

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more