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This paper examines whether Hong Kong teachers and students perceived Liberal Studies and its ongoing curriculum review as politically driven during and after the Umbrella Movement, a large-scale civil disobedience campaign that took place in September 2014. The findings presented herein show that both groups disagreed with the claim that Liberal Studies was used as a political instrument to instigate students’ participation in the protest movement. Moreover, they also reveal that teachers have maintained their neutrality towards controversial issues related to politics during Liberal Studies lessons. Whilst the participating teachers and students considered the government's proposed reform of Liberal Studies to be politically motivated, they held differing attitudes towards the addition of more China-related elements to the subject. On the basis of these results, this paper analyses the potential role of Liberal Studies in the democratisation of local society. It also provides an indication of the curriculum's dynamic nature, explanation of students’ resistance to the review policy and suggestions for the subject's future development. 相似文献
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This study focuses on the policy issues generated by the reintroduction of Liberal Studies and evaluates the predicted effectiveness
of the proposed curriculum in Hong Kong (HK) secondary schools. Theorised by Ball (1992) ‘policy cycle’, approximately 200
newspaper articles and 30 government documents were collected to identify the issues in the process of policy-making. The
documentary inquiry shows that ‘Public Recognition’, ‘Learning Objectives’ and ‘Curriculum Structure’ were the three major
issues surrounding the reintroduction. Little evidence of any ‘explicit’ political influence related to the government of
the People’s Republic of China (PRC) is demonstrated. The interviews conducted later in this study illustrate that there were
diversified opinions of the Liberal Studies curriculum. Whilst scholars and teachers disapproved of it, parents showed appreciation.
It seems that the stakeholders working in the education field were uncertain, divided and displeased with the process of policy-making.
A follow-up questionnaire-based survey clearly uncovered a sharp contrast between the beliefs of the teachers and the expectations
of the students with regard to Liberal Studies. In other words, the gap formed between the two showed considerable differences
in the level of satisfaction with the proposed curriculum. 相似文献
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