Are we on the same page? Examining the “good citizen” in the curriculums of citizenship education in Hong Kong

Abstract

Purpose

Hong Kong is a case that demonstrates the distinctively multi-dimensional nature of citizenship within and in relation to a given nation. The purposes of this paper are to: first, discuss Hong Kongers’ unique identity and the influence of political, historical and economic factors on them in order to show the value of challenging the “national citizenship” approach as a dominant discourse in the intended curriculum of Hong Kong citizenship education; second, analyze the efforts of the People’s Republic of China (PRC) to foster a stronger sense of Chinese national identity in Hong Kong students; and third, evaluate the appropriateness of this nationalistic approach by examining its compatibility with and coherence to in relation to the implemented and attained curriculum.

Design/methodology/approach

This study analyzes existing scholarly discussions on the PRC’s emphasis on Chinese national identity in citizenship education and negative perceptions held by teachers and students regarding the approach and presentation of their actual teaching and learning practices for citizenship education with empirical data.

Findings

This paper illuminates the mismatch found between the intended curriculum and the implemented and attained curriculum in terms of the viewpoints of good citizens.

Originality/value

The notion of “cultural citizenship” is suggested as an alternative approach to developing the curriculum of Hong Kong citizenship education. This paper will be of interest to those curriculum scholars, educational authorities and teachers who are interested in developing and implementing the curriculum of citizenship education.

Citation

Min, M. (2016), "Are we on the same page? Examining the “good citizen” in the curriculums of citizenship education in Hong Kong", Asian Education and Development Studies, Vol. 5 No. 1, pp. 109-120. https://doi.org/10.1108/AEDS-06-2015-0027