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This book makes a timely contribution to understanding perceptions
on national identity and National Education, with both of them have
become controversial topics in Hong Kong Special Administrative
Region (SAR) of China. In a so-called globalization era, national
identity and National Education, with the latter having an aim of
fostering a Chinese national identity in education, have been
significantly pushed ahead by the Hong Kong SAR government since
the early 2000s as a response to the return of sovereignty to China
in 1997. Teacher perception matters to what they select and how
they teach in the schools. By incorporating fieldworks of teacher
interviews, observation and documentary analysis, this book argues
for a multi-layered conception of identity, different aims,
contents and diversified methods of National Education should be
recognized. This book is likely to become a useful account of
teacher perception on national identity and National Education in
citizenship education literature, and it will be relevant to
policymakers, teachers, trainers and researchers. Chapters include,
1. Different meanings of national identity of teachers and aims,
contents and methods of National Education 2. From Citizenship
Education to National Education in a Chinese society 3.
Implications for understanding National Education in a
globalization era: mixed identification, multi-layered identities,
knowledge transmission, and 'global identity'
This book makes a timely contribution to understanding perceptions
on national identity and National Education, with both of them have
become controversial topics in Hong Kong Special Administrative
Region (SAR) of China. In a so-called globalization era, national
identity and National Education, with the latter having an aim of
fostering a Chinese national identity in education, have been
significantly pushed ahead by the Hong Kong SAR government since
the early 2000s as a response to the return of sovereignty to China
in 1997. Teacher perception matters to what they select and how
they teach in the schools. By incorporating fieldworks of teacher
interviews, observation and documentary analysis, this book argues
for a multi-layered conception of identity, different aims,
contents and diversified methods of National Education should be
recognized. This book is likely to become a useful account of
teacher perception on national identity and National Education in
citizenship education literature, and it will be relevant to
policymakers, teachers, trainers and researchers. Chapters include,
1. Different meanings of national identity of teachers and aims,
contents and methods of National Education 2. From Citizenship
Education to National Education in a Chinese society 3.
Implications for understanding National Education in a
globalization era: mixed identification, multi-layered identities,
knowledge transmission, and 'global identity'
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