Citizenship Curriculum in Asia and the Pacific by Kerry J. Kennedy (auth.), David L. Grossman, Wing On Lee,

By Kerry J. Kennedy (auth.), David L. Grossman, Wing On Lee, Kerry J. Kennedy (eds.)

Based on case reports of eleven societies within the world’s so much dynamic quarter, this booklet indications a brand new path of research on the intersection of citizenship schooling and the curriculum. Following their profitable quantity, Citizenship schooling in Asia and the Pacific: strategies and matters (published as No. 14 during this series), the editors, greatly considered as leaders within the box within the Asia-Pacific sector, have long gone past extensive citizenship schooling frameworks to ascertain the realities, tensions and pressures that impression the formation of the citizenship curriculum. bankruptcy authors from assorted societies have addressed primary questions: (1) how is citizenship schooling featured within the present curriculum reform time table by way of either coverage contexts and values; and (2) to what quantity do the reforms in citizenship schooling replicate present debates in the society? From comparative research of those eleven case experiences the editors have discovered a fancy photograph of curriculum reform that shows deep tensions among worldwide and native agendas. On one hand, there's immense proof of an more and more universal coverage rhetoric within the debates approximately citizenship schooling. at the different, it really is glaring that this discourse doesn't inevitably expand to citizenship curriculum, which in such a lot areas is still built in line with specific social, political and cultural contexts. no matter if the focal point is on Islamic values in Pakistan, an rising discourse approximately chinese language ‘democracy’, a nostalgic conservatism in Australia, or a continuous nation-building venture in Malaysia – the situations convey that particular social values and ideologies build nationwide citizenship curricula in Asian contexts even during this more and more globalized era.

This awesome number of case stories of a various staff of societies informs and enriches realizing of the advanced courting among citizenship schooling and the curriculum either domestically and globally.

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Moreover, Chinese history and culture are specifically designated as core learning elements in the Personal, Social and Humanities Education (PSHE) KLA. 266). With respect to language, the government proposed a language policy directive, asking schools to develop biliterate and trilingual abilities for Hong Kong students, with the former referring to Chinese and English, and the latter to Cantonese, Putonghua and English. A “firm guidance” report (showing the government’s determination) entitled Medium of Instruction: Guidance of Secondary Schools (Education Department, 1997) was issued soon after the handover, and was seriously enforced by the government.

27-28) The above review shows that the government has made great efforts to include national identity elements in curriculum revisions. However, as compared to national identity, facing up to the challenges of globalisation seems to be a more compelling theme and/or justification for curriculum reform. For example, the Curriculum Development Council’s Learning to Learn document is prefaced by a strong reference to the need for developing global awareness. In its opening paragraph of the first chapter, the Chairman of the Curriculum Development Council says: To cope with the challenges of the 21st Century, education in Hong Kong must keep abreast of the global trends and students have to empower themselves to learn beyond the confines of the classroom.

PSHE is extended to cover the junior secondary curriculum, covering such topics as world history, other cultures, and their impacts on Hong Kong (Curriculum Development Council, 2002b). Learning Tasks and Priority Values in the Curriculum As its title indicates, the Learning to Learn document suggests that effective learning is to be achieved by developing students’ ability of learning how to learn. The document redefines the scope of learning in schools, and moral and civic education is regarded as a key scope, as expressed in the four key learning tasks proposed in the document: • Moral and civic education, to help students establish their values and attitudes; • Reading, to learn broadly with appropriate strategies to learn more effectively; 34 The Development of Citizenship Education Curriculum in Hong Kong after 1997 • Project learning, to develop generic skills, acquire and build knowledge; and • Information technology, for interactive learning.

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