Education for Justice-Oriented and Participatory Citizenship in a Politicized Era in Hong Kong

Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-7110-0.CH006

S. Ng, K. Wong

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Abstract

This chapter aims at introducing issues of citizenship education arising from the social, historical, and political context of Hong Kong before and after its handover from Britain to the People's Republic of China in 1997. It then analyzes conceptions and typologies of active and participatory citizenship and the impeding factors affecting promotion of participatory and justice-oriented citizenship in the citizenship education curriculum by reviewing the education policy documents published by the Hong Kong Education Bureau. Ultimately, it conceptualizes four stages of development of citizenship education chronologically in Hong Kong with regard to the nature of politicization and de-politicization. Through reflection on the political movements triggered by young people in recent years in Hong Kong, this chapter concludes by specifying the importance of nurturing participatory and justice-oriented citizens in the citizenship education classrooms with immediate urgency for students' development, especially in the rapidly changing social and political context of Hong Kong.

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香港政治时代的公义与参与公民教育

本章旨在介绍香港在1997年从英国回归中华人民共和国之前和之后的社会、历史和政治背景下所产生的公民教育问题。然后，通过查阅香港教育局公布的教育政策文件，分析积极参与型公民的概念和类型，以及在公民教育课程中促进参与型公民和正义型公民的阻碍因素。最后，就香港公民教育的政治化和去政治化的性质，按时间顺序归纳出香港公民教育发展的四个阶段。通过反思近年来香港年轻人所引发的政治运动，本章最后明确了在公民教育课堂中培养参与和以正义为导向的公民对学生发展的重要性，特别是在香港迅速变化的社会和政治背景下。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Research Anthology on Instilling Social Justice in the Classroom

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