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| Srl | Item |
| 1 |
ID:
130633
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| Publication |
2014.
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| Summary/Abstract |
Configurations of citizenship are often reflected in school knowledge which contains normative and pedagogical discourses. Changes in the citizenship curriculum also capture the socio-political transition of a society. Drawing on textual and content analysis, this article presents a comparative analysis of the relevant textbooks at the junior high level in Mainland China and Taiwan in the late 1990s with regard to the portrait of a good citizen. It is concluded that the mainland's materials, combining socialist and republican models of citizenship, tend to teach their students to be patriots with good psychological quality, legal compliance, moral integrity, lofty ideals, an enterprising spirit and a distinguished sense of social responsibility for "socialist modernization construction" and national revival, while Taiwan's materials, more in a manner of liberalism and communitarianism, emphasize personhood, human rights values, public spiritedness, and civic competence, which lay a foundation .for sustaining a budding democracy and civil society
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| 2 |
ID:
177959
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| Summary/Abstract |
The state plays a vital role in shaping the values and beliefs of ordinary citizens in the realm of civic education. Since the early 1980s, the significant political changes associated with decolonization and retro-cession have transformed the landscape of civic education. Differences over a shared sense of citizenship, and how this should be represented in education, have been prominent in discussions of the Hong Kong community over the years. The task of community civic education in Hong Kong largely rests with the Home Affairs Bureau and its advisory body, CPCE—a committee established in 1986 for advices and implementing activities outside schools in conjunction with the Government and concerned community organizations. However, the Government has attempted to manipulate and steer the Committee’s work through its terms of reference, its organizational restructuring, its activities, its funding support, and the appointment of members. As a result, the Committee has been constrained by its composition, powers, and functions, and these have impaired its role as an advocate for civic education. This article ends with a discussion of the conditions, constraints, and strategies of the state in exercising hegemony.
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