Literaturnachweis - Detailanzeige
| Autor/inn/en | Kennedy, Kerry J.; Fok, Ping Kwan; Chan, Kin Sang Jacqueline |
|---|---|
| Titel | Reforming the Curriculum in a Post-Colonial Society: The Case of Hong Kong |
| Quelle | In: Planning and Changing, 37 (2006) 1-2, S.111-130 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0032-0684 |
| Schlagwörter | Foreign Countries; Curriculum Development; Educational Change; Politics of Education; Foreign Policy; Educational Attitudes; Educational Policy; Hong Kong |
| Abstract | The current curriculum reform agenda in Hong Kong is enmeshed in the politics of a post-colonial society. Yet, there is not a single view of what post-coloniality means for Hong Kong's school curriculum. This article focuses on analyzing the curriculum reform agenda that has emerged in post-colonial Hong Kong. This agenda was not only post-colonial in time but, as will be argued in this article, also post-colonial in substance. The analysis to follow is focused on three broad areas: (1) The contexts that shaped reform and the nature of the curriculum reform agenda; (2) The vision and reality of the reform agenda, especially from the point of view of policymakers; and (3) The public responses to the reform agenda. (Contains 6 endnotes.) (ERIC). |
| Anmerkungen | Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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