The genealogical analysis of the HKSAR’s civic education policy

Abstract

Purpose

Civic education in Hong Kong is quite confusing nowadays. To understand the policy, it should be placed into the reality of its historical context. In addition, to read through the documentary presentation of policy, the policy’s proposal and its initiation should be understood with an understanding of contextual progress and historical change following the handover of sovereignty to China. The paper aims to discuss these issues.

Design/methodology/approach

The genealogical knowledge of policy history is applied for the purpose of understanding civic education. The concepts of genealogy put forward present an anti-essentialist position and are opposed to focusing on a singular or dominant ideology.

Findings

As the government-dominated power, any knowledge of civic education was bound to be nationally identified and patriotic for the purposes of strengthening nation-state awareness. Another approach of moral education was adopted that emphasized traditional Chinese cultures and values in order to cultivate a recognition of a harmonious society in students.

Originality/value

The paper helps to analyse the government-dominated process of knowledge formation in a value setting.

Citation

Chung Fun, S.H. (2015), "The genealogical analysis of the HKSAR’s civic education policy", Asian Education and Development Studies, Vol. 4 No. 2, pp. 204-220. https://doi.org/10.1108/AEDS-05-2014-0019