Yuen, Celeste Yuet-Mui.; (1995) Hong Kong 1997 : changing curriculum, changing values and changing politics. Doctoral thesis , Institute of Education, University of London.

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Abstract

This thesis explores the issue of curricular innovations in Hong Kong as 1997 begins to affect local socio-political and economic systems. The broad argument is that 1997 is a critical point in the history of Hong Kong for making curricular changes to prepare young people for the merger. Chapter One introduces the problem: that the local educational system has responded slowly to the political reality of Hong Kong. The topic has emerged as a serious educational issue as educators seek a public consultation on the future objectives of Hong Kong education. The practical research question is how far are socio-political changes forcing people to re-examine their views of current educational provision? Chapter Two draws on literature to provide an account of the current political and social, economic and cultural transformation in Hong Kong. Chapter Three starts with exploring Hong Kong's educational context and its relationship with indigenous culture and the current socio-economic value system; and ends by reviewing the curriculum debate in Hong Kong which is beginning to stress moral and citizenship education. Chapter Four takes up the theme of preparing young people for life and as citizens of the Hong Kong Special Administrative Region by raising the question of how values are acquired. The chapter concentrates the analysis on value acquisition especially in terms of the balance of social construction and intellectual development. Chapter Five continues this discussion but focuses the analysis on the acquisition of economic values and concepts, and the socio-economic value system of young people. Chapter Six describes the details of the interviewee-oriented research and fieldwork methods. Methods of data analysis are also introduced. Chapter Seven analyses the data in three ways, using verbatim quotations; a coding frame; and the concept of indigenous Hong Kong culture. Chapter Eight concludes the thesis and suggests a general curriculum proposal for educating future "competent adults" in Hong Kong.

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