ERIC Number: EJ950197
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 53
Civic Education Curriculum Reform in Hong Kong: What Should Be the Direction under Chinese Sovereignty?
Fairbrother, Gregory P.; Kennedy, Kerry J.
Cambridge Journal of Education, v41 n4 p425-443 2011
This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where there have been repeated calls for the government to reform civic education, and compares this context with that of England, where citizenship education was made a statutory subject in 2002. The article then examines from the cases of 25 societies whether a compulsory approach to and/or independent subject of civic education is associated with better learning of civic knowledge, knowledge of democracy, and patriotism. Finding that the impact of curricular approaches is somewhat negligible taking other factors into consideration, the article concludes that civic education reformers should consider the costs of limiting school autonomy in curriculum delivery. (Contains 9 tables.)
Descriptors: Curriculum Development, Democracy, Citizenship Education, Educational Change, Foreign Countries, Cross Cultural Studies, Outcomes of Education, Correlation, Knowledge Level, Teaching Methods, Patriotism, Institutional Autonomy, Social Change
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong; United Kingdom (England)