Constructing modern citizen: civics education in postwar Hong Kong.
Ho Pui-hung. === Thesis submitted in: July 2003. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. === Includes bibliographical references (leaves 133-143). === Abstracts in English and Chinese. === Abstract --- p.i === 摘要 --- p.ii === Acknowledgement --- p.iii === Table of Content ---...
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| Format: | Others |
| Language: | English Chinese |
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2004
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| Online Access: | http://library.cuhk.edu.hk/record=b5896161 http://repository.lib.cuhk.edu.hk/en/item/cuhk-324872 |
| Summary: | Ho Pui-hung. === Thesis submitted in: July 2003. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. === Includes bibliographical references (leaves 133-143). === Abstracts in English and Chinese. === Abstract --- p.i === 摘要 --- p.ii === Acknowledgement --- p.iii === Table of Content --- p.v === Chapter Chapter1 --- "Overview, Research Concern, Literature Review and Theoretical Framework" --- p.1 === Chapter 1.1 --- Introduction --- p.1 === Chapter 1.2 --- Overview of Existing Studies on Civics Education of Postwar Hong Kong --- p.2 === Chapter 1.3 --- Queries over the Functionalistic Account： Preliminary Research Inquiries --- p.3 === Chapter 1.4 --- Sociological Approaches to Civics Education --- p.5 === Chapter 1.4.1 --- Functional Perspective on Civics Education --- p.6 === Chapter 1.4.2 --- Conflict Perspective on Civics Education --- p.7 === Chapter 1.4.3 --- Implications of Functional and Conflict Perspective on Civics Education --- p.14 === Chapter 1.5 --- Theoretical Concern of New Institutionalism --- p.15 === Chapter 1.5.1 --- New Institutional Perspective on Education --- p.15 === Chapter 1.5.2 --- Universal World Models of Individual and Society --- p.16 === Chapter 1.5.3 --- Implications of New Institutional Perspective in Civics Education --- p.19 === Chapter 1.6 --- Casing the Hong Kong Case --- p.20 === Chapter 1.7 --- Research Questions --- p.22 === Chapter 1.8 --- Organization of Thesis --- p.23 === Chapter Chapter2 --- Method --- p.24 === Chapter 2.1 --- Formal Civics Education as the Object of Study --- p.24 === Chapter 2.2 --- Temporal Dimension --- p.25 === Chapter 2.3 --- Why Junior Secondary Level? --- p.26 === Chapter 2.4 --- "Data Sources, Sampling and Coding" --- p.26 === Chapter 2.4.1 --- Data Sources and the Issue of Sampling --- p.27 === Chapter 2.4.2 --- The Coding Scheme --- p.28 === Chapter Chapter3 --- Development and Diffusion of Civics Education in the Whole Curriculum --- p.33 === Chapter 3.1 --- Introduction --- p.33 === Chapter 3.2 --- Forms of Presence --- p.33 === Chapter 3.2.1 --- Persistent Presence --- p.35 === Chapter 3.2.2 --- Pervasive Presence --- p.36 === Chapter 3.2.3 --- Enhanced Flexibility in Curriculum Planning: Resistance Resided in School Choice --- p.39 === Chapter 3.2.4 --- The Legitimate Ideological Base of Infusion Model of Civics Curriculum --- p.41 === Chapter 3.3 --- Permeation of moral/civics education in the whole curriculum --- p.44 === Chapter 3.3.1 --- Introduction --- p.44 === Chapter 3.3.2 --- Classification of Subjects --- p.45 === Chapter 3.3.3 --- Aesthetic and Expressive Subjects --- p.45 === Art and Design --- p.46 === Chapter 3.3.4 --- Language Subjects --- p.50 === English Language --- p.50 === Chinese Language --- p.51 === Chapter 3.3.5 --- Social and Humanities Subjects --- p.52 === Home Economics --- p.53 === History --- p.54 === Chinese History --- p.58 === Geography --- p.60 === Chapter 3.3.6 --- Vocational Subjects --- p.62 === Chapter 3.3.7 --- Mathematics and Science Subjects --- p.63 === Mathematics --- p.64 === Chemistry --- p.67 === Biology --- p.72 === Chapter 3.4 --- Summary and Discussion --- p.75 === Chapter Chapter4 --- "Continuity and Change of the Knowledge Base of Civics Education, 1960-2000" --- p.79 === Chapter 4.1 --- Introduction --- p.79 === Chapter 4.2 --- Changes in Official Aims of Civics Education --- p.79 === Chapter 4.2.1. --- Expanded Vision and Interconnectedness of Individual and Its Environment --- p.79 === Chapter 4.2.2. --- Elaboration of the Rational and Participatory Model of Individuals --- p.81 === Chapter 4.2.3. --- Realization of Universalistic Values in Everyday Life --- p.82 === Chapter 4.2.4. --- Rising Awareness of Civic Identity --- p.83 === Chapter 4.2.5 --- "Implications of Changing ""´حAims"" of Civics Curriculum" --- p.83 === Chapter 4.3 --- Forms of Presentation --- p.85 === Chapter 4.3.1 --- Shift of Emphasis from Practical and Personal Experience to Conceptual Issues of The System --- p.87 === Chapter 4.3.2 --- Stronger Reliance on Scientific Knowledge Base --- p.90 === Chapter 4.3.3 --- Implications for the Changing Presentation of Civics Knowledge: Emergence of a Universalistic Knowledge Base --- p.90 === Chapter 4.4 --- Content analysis --- p.93 === Chapter 4.5 --- Textual Analysis --- p.96 === Chapter 4.5.1. --- Moral and Character Training --- p.96 === Chapter 4.5.2 --- Self and Individual --- p.98 === Chapter 4.5.3 --- Individual and Immediate Community --- p.103 === Chapter 4.5.4 --- Civic Awareness and Local Society --- p.108 === Chapter 4.5.5 --- Nation and Nationhood --- p.120 === Chapter 4.5.6 --- Global Connectedness --- p.120 === Chapter 4.6 --- Summary and Discussion --- p.122 === Chapter Chapter5 --- Conclusion --- p.127 === Chapter 5.1 --- Introduction --- p.127 === Chapter 5.2 --- Specialization of Society versus Broadened and Universal Participation of Citizen with Wide-Ranging Generic Skills and Values --- p.128 === Chapter 5.3 --- Ritualistic Enactment of World Scripts of Modern Citizen and Student --- p.129 === Chapter 5.4 --- Sociological Significance --- p.130 === Chapter 5.4.1 --- Empirical Significance --- p.130 === Chapter 5.4.2 --- Theoretical Significance --- p.131 === Chapter 5.5 --- A Prospective Research Agenda --- p.132 === References --- p.133 === Appendix I: List of Syllabi Adopted for Content Analysis --- p.141 === Appendix II: List of Textbooks --- p.142 === LIST OF TABLES === Table 2.1 Coding Scheme --- p.30 === Table 3.1 : Development and Proximities of Civics Education in Postwar HK --- p.34 === Table 3.2 Classifications of Subjects --- p.45 === Table 3.3 Time allocation for three main components in art education --- p.46 === "Table 3.4 Comparison of the Structure of Chemistry Curriculum, 1975/82 and 1991" --- p.67 === Table 3.5 Analogy of Chemical Properties with Moral Issues --- p.71 === "Table 4.1 Examples of Changing Chapter Titles for Similar Civic Themes in the Civics and EPA Textbooks for Secondary Schools, 1962-2000" --- p.86 === "Table 4.2a Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.93 === "Table 4.2b Comparison of the Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.94 === "Table 4.3 List of Chapter Titles Related to Self-Management in Social Studies Textbooks," |
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