Abstract
This paper firstly identifies the major legacies inherited by the post-colonial government in Hong Kong, with reference to the key features of access, control and curriculum. Subsequently we examine the state's attempts to reconcile the tensio n between its quest for legitimacy and for stability. Two dimensions of education, namely, the process of education policy making and the nature of citizenship promoted through the school curriculum, are analysed respectively in terms of the conceptions o f civic participation and identity promoted and implemented by the state. In conclusion we point to the shift in the policy making process and the strengthening of policy actions designed to promote the state's conception of civic identity.
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