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ERIC Number: EJ1413751
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0305-7925
EISSN: EISSN-1469-3623
A Struggle of Identification: Hong Kong Pre-Service Teachers' Perceived Dilemma of Introducing 'National Education' in Preschools
Jessie Ming Sin Wong; Simon Man Fai Wong
Compare: A Journal of Comparative and International Education, v54 n2 p241-258 2024
In the face of the rising tension between Hong Kong and mainland China, Hong Kong's Chief Executive Carrie Lam blamed the city's education system for its inability to develop a sense of 'I am Chinese' national identity and vowed to step up 'national education' from preschool. This article explores how 188 young preschool teachers perceived their national identity and viewed the applicability of national education in Hong Kong preschools. Data were collected using both quantitative and qualitative measures. The findings showed that even though the participants strongly resisted their Chinese identity, they agreed that national education could be introduced in preschools if it would be rendered rational and apolitical. Nevertheless, they suspected that the administration's motive behind national education was political indoctrination. They also noted several pedagogical difficulties. Finally, the implications are discussed against the changing socio-political context, serving as lessons for local and international readers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; China
Grant or Contract Numbers: N/A