ERIC Number: EJ1421310
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: EISSN-1747-5104
An Analysis of Hong Kong Moral and National Education Textbook-Teacher Interactions
Wangbei Ye
Pedagogy, Culture and Society, v32 n3 p815-833 2024
Numerous studies have noted the difficulties in promoting a common national identity curriculum due to increasing tension between the concepts of local autonomy and national cohesion. Hong Kong's promotion of Moral and National Education provides an interesting case to examine two aspects of this tension -- what national identity education goals can be selected when local people enjoy different rights, and how local education agents can select content and pedagogy to address such goals. This article analyses two sample textbook lessons, two teachers' teaching plans for this subject, and memos from related curriculum development meetings. The comparisons reveal that textbook adaption is a consistent and important part of teacher-textbook interaction, with three major patterns emerging from Hong Kong teachers' interactions with textbooks. These can be attributed to the influence of micro- and macro-level powers over teacher-textbook interactions in Moral and National Education.
Descriptors: Foreign Countries, Textbooks, Lesson Plans, Teaching Methods, Moral Values, Nationalism, Textbook Content, National Curriculum, Educational History, Citizenship Education, Values Education, Land Settlement, Elementary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; China
Grant or Contract Numbers: N/A