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The denationalization and depolitici...

Tse, Kin-Lop.

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The denationalization and depoliticization of education in Hong Kong, 1945-1992.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The denationalization and depoliticization of education in Hong Kong, 1945-1992./
作者:	Tse, Kin-Lop.
面頁冊數:	443 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1521.
Contained By:	Dissertation Abstracts International59-05A.
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9825714
ISBN:	9780591870541

The denationalization and depoliticization of education in Hong Kong, 1945-1992.
Tse, Kin-Lop.

The denationalization and depoliticization of education in Hong Kong, 1945-1992. - 443 p.

Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1521.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1998.

This study attempts to understand how the colonial government of Hong Kong used formal education as one of its major means to denationalize and depoliticize local Chinese pupils in the period 1945 to 1992 so as to reduce the potential challenge of the younger generations to its legitimacy and to maintain its hegemony in the Colony. Methodologically it employs a socio-historical approach which explores the relationship between educational changes and the political development of the Colony in the last fifty years. It focuses on the Hong Kong Government and seeks to ascertain its role and means in shaping the apolitical and anationalistic nature of local education. The investigation is carried out at three inter-related levels: (1) The political--to analyze the role the Hong Kong Government played in (a) formulating depoliticized and/or denationalized educational policies, and (b) defining and controlling local school knowledge; (2) The educational--to analyze local school curricula, extra-curricular activities and school ethos for their apolitical and anationalistic characteristics (teacher education and local educational research are also considered for their possible contribution to the reinforcement of these characteristics); and (3) The educational-political--to analyze the development of the major local teachers' unions, their participation in formulating local educational policies and the ways they politicized their members. This study mainly covers secondary education. Questionnaires were distributed to about 1,200 Form 5 pupils and 500 secondary school teachers in ten local secondary schools to survey the respondents' political orientations, knowledge and concerns. Interviews were held with government bureaucrats, teachers, students, school administrators and teachers' union organizers. In addition, relevant government reports, official documents, school syllabi and textbooks, school annuals, newspaper articles and newsletters of teachers' unions were examined. The study concludes that the Hong Kong Government played a vital role in keeping education apolitical and anationalistic. It also argues that apolitical education in schools is indeed a kind of political education. In the case of Hong Kong, the persistent existence of apolitical and anationalistic attitudes among local Chinese pupils in the last fifty years is a strong testimony to the success of this (a)political education.

ISBN: 9780591870541Subjects--Topical Terms:

519608
Educational sociology.

The denationalization and depoliticization of education in Hong Kong, 1945-1992.
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520 $a This study attempts to understand how the colonial government of Hong Kong used formal education as one of its major means to denationalize and depoliticize local Chinese pupils in the period 1945 to 1992 so as to reduce the potential challenge of the younger generations to its legitimacy and to maintain its hegemony in the Colony. Methodologically it employs a socio-historical approach which explores the relationship between educational changes and the political development of the Colony in the last fifty years. It focuses on the Hong Kong Government and seeks to ascertain its role and means in shaping the apolitical and anationalistic nature of local education. The investigation is carried out at three inter-related levels: (1) The political--to analyze the role the Hong Kong Government played in (a) formulating depoliticized and/or denationalized educational policies, and (b) defining and controlling local school knowledge; (2) The educational--to analyze local school curricula, extra-curricular activities and school ethos for their apolitical and anationalistic characteristics (teacher education and local educational research are also considered for their possible contribution to the reinforcement of these characteristics); and (3) The educational-political--to analyze the development of the major local teachers' unions, their participation in formulating local educational policies and the ways they politicized their members. This study mainly covers secondary education. Questionnaires were distributed to about 1,200 Form 5 pupils and 500 secondary school teachers in ten local secondary schools to survey the respondents' political orientations, knowledge and concerns. Interviews were held with government bureaucrats, teachers, students, school administrators and teachers' union organizers. In addition, relevant government reports, official documents, school syllabi and textbooks, school annuals, newspaper articles and newsletters of teachers' unions were examined. The study concludes that the Hong Kong Government played a vital role in keeping education apolitical and anationalistic. It also argues that apolitical education in schools is indeed a kind of political education. In the case of Hong Kong, the persistent existence of apolitical and anationalistic attitudes among local Chinese pupils in the last fifty years is a strong testimony to the success of this (a)political education.
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