Ma, So Mui; (2008) Post-colonial identities and art education in Hong Kong. Doctoral thesis , Institute of Education, University of London.

	Text 498456.pdf - Accepted Version Access restricted to UCL open access staff Available under License Creative Commons Attribution Non-commercial Share Alike. Download (19MB)
Preview	Text Mui, Ma So_Redacted.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial Share Alike. Download (38MB) | Preview

Abstract

ABSTRACT This thesis is an inquiry into art educators and art curricula within the context of the reunification of Hong Kong and China. Theoretically it draws specifically on post-colonial theories. Additionally, issues of personal identities and aesthetic preferences were examined by means of questionnaires given to pre-service art teachers. The design of the instruments was inspired by 'border pedagogy' and 'critical theory', as outlined by Henry Giroux (Giroux, 2005: 24). Reflections on the research design were offered. The thesis seeks to uncover the impact of colonialism and post-colonialism on art education and on participants' perceptions of their own identities. This includes participants' reflections on cultural and gender stereotypes; their responses to conceptions associated with modernist, postmodernist and feminist art; and the impact of modernist progressive thought on their values towards contemporary and traditional life-styles. The impact of colonialism on art curricula in Hong Kong schools prior to 1997 was investigated through analysis of historic documents and archives. Perceptions of participants of their prior art training were also examined. An overview ofliterature related to Art and culture; post-colonial and identity theories were discussed at the outset. Literature related to the relevant data was analysed qualitatively to provide additional insights. The results suggest that post-colonial Hong Kong continues III the colonial condition with the persistence of Western influences on art education. With the shift to China, the subordination of Hong Kong identity remains, and established stereotypes were still evident amongst participants. However the growing influence of globalisation has increased the complexity of the hybrid, East-West Hong Kong identity. Implications and recommendations suggest ways forward for visual arts education in Hong Kong.

Downloads since deposit

Loading...

1,364Downloads

Download activity - last month

Export as JSONXMLCSV

Loading...

Download activity - last 12 months

Export as CSVXMLJSON

Loading...

Downloads by country - last 12 months

Export as JSONCSVXML

Loading...

Archive Staff Only

View Item