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Hong Kong's return to mainland China: Education policy in times of uncertainty

Walker, Allan and Dimmock, Clive (1998). Hong Kong's return to mainland China: Education policy in times of uncertainty. Journal of Education Policy,13(1):3-25.

Document type: Journal Article
Citation counts: Scopus Citation Count Cited 4 times in Scopus Article | Citations

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Title Hong Kong's return to mainland China: Education policy in times of uncertainty
Author Walker, Allan
Dimmock, Clive
Journal Name Journal of Education Policy
Publication Date 1998
Volume Number 13
Issue Number 1
ISSN 0268-0939   (check CDU catalogue  open catalogue search in new window)
Scopus ID 2-s2.0-0032351051
Start Page 3
End Page 25
Total Pages 23
Place of Publication United Kingdom
Publisher Routledge
Field of Research EDUCATION
Abstract On 1 July 1997, after 150 years of British colonial rule, Hong Kong returned to its mother country, the People's Republic of China (PRC). Anticipation of reunification spawned speculation about the possibilities, prospects and problems for the political, economic and social life of Hong Kong after 1997. This paper argues that the unpredictability and uncertainty which have characterized the educational policy environment in Hong Kong for many years were compounded by the imminence of the change of sovereignty. It is suggested that examination of the policy process in the contemporary Hong Kong context can best be understood by examining both macro‐ and micro‐policy perspectives, and the interrelationships between them. Two guiding questions related to the influence of sovereignty change on education are addressed. The first question asks how system‐level policies are being interpreted in schools. The second question asks whether, how and to what extent change of sovereignty has politicized the policy process, particularly at the school level. The paper has three parts: the first provides a socio‐politico‐economic context to Hong Kong's handover; the second describes important educational policies shaping the system during the period of transition; and the third discusses school‐level responses and reactions to the policies within the context of a politicized environment.
DOI http://dx.doi.org/10.1080/0268093980130102   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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Created: Fri, 29 Aug 2014, 20:00:35 CST by Anthony Hornby