Essential knowledge, values and pedagogies for teaching global citizenship education in Hong Kong

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Detalles Bibliográficos
Publicado en:	Asian Education and Development Studies vol. 14, no. 1 (2025), p. 40-58
Autor principal:	King Man Eric Chong
Otros Autores:	Chi-Keung Eric Cheng
Publicado:	Emerald Group Publishing Limited
Materias:	United Nations Educational Scientific & Cultural Organization Hong Kong China China Socioeconomic status Students Teaching methods Curricula Teacher education Schools Cultural differences National identity Learning Pedagogy Education reform Teachers Citizenship education Teaching Nationalism Values National security Experiential learning Patriotism Research Human rights Interviews Climate Demography Citizenship Secondary schools Research design Trainers Secondary education Cultural factors Frame analysis Cultural instruction Attitudes Socioeconomic factors Economic status Curriculum development Literature Reviews Civics World Problems Humanities Instruction Social Problems Curriculum Guides Cultural Pluralism Teacher Education Programs Social Environment Social Change Advanced Placement Programs Creative Teaching Educational Change Teacher Educators Self Management Beliefs Global Approach
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Descripción
Resumen:	PurposeThis study aims to explore various conceptions of global citizenship education (GCE) and pedagogies among frontline Chinese Hong Kong secondary school teachers under the onset of a new political climate of conservative nationalism.Design/methodology/approachIt utilised interview findings with a purposive sample of about 22 experienced secondary school teachers in 2019, which was shortly before the city was caught in huge waves of protests. Interviewees come from different demographics, such as subsidy types of schools and school sponsoring bodies and admit students of different socio-economic status and academic capabilities.FindingsThe findings reveal both liberal and nationalistic orientations on knowledge and values of GCE, including sustainability, in recent school education, and the use of discussion and experiential learning for teaching GCE.Research limitations/implicationsA conceptual framework is developed for further research on teaching GCE in different cultural contexts. Developing pedagogies to instil in learners the values, attitudes and behaviours that support responsible global citizenship should become an international research agenda.Originality/valueThe analysis offers insightful views on what, why and how these teachers teach GCE. The authors also construct a framework of teachers' values and teaching beliefs that cultivate global citizens based on the research findings. This framework can inform school leaders, curriculum planners and teacher trainers in developing a more substantial pedagogical framework for GCE.
ISSN:	2046-3162 2046-3170
DOI:	10.1108/AEDS-04-2024-0081
Fuente:	Asian & European Business Collection