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International Review of Education

, Volume 39, Issue 6, pp 541–560 | Cite as

Education, democracy and colonial transition the case of Hong Kong

  • Mark Bray
  • W. O. Lee
Article

Abstract

Among the main features of the decolonisation process in Africa, Asia and the South Pacific were widespread efforts by colonial authorities to introduce democratic forms of government. These efforts sought to prepare the territories for selfgovernment and independence. In Hong Kong, the colonial era is coming to an end later than in other sizeable territories in the world, and the transition will not be to independence but to a Special Administrative Region of the People's Republic of China. This transition is planned to take place in 1997. Nevertheless, in the twilight of the colonial era the authorities are making strong efforts to promote democracy, and see the education system as an important instrument to help achieve this goal. This paper analyses the case of Hong Kong within the context of comparative literature, and shows how the Hong Kong experience requires adaptation of existing theories. It addresses both macro-level and school-level initiatives, and discusses the extent to which education is a useful instrument to achieve the overall objective.

Keywords

Administrative Region Parmi Strong Effort Sizeable Territory Special Administrative Region 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Zusammenfassung

Zu den Hauptmaßnahmen im Dekolonisierungsprozeß in Afrika, Asien und dem südpazifischen Raum zählen weitreichende Bemühungen der Kolonialbehörden um die Einführung demokratischer Regierungsformen. Diese Aktivitäten sollten die Kolonialgebiete auf Selbstregierung und Unabhängigkeit vorbereiten. In Hongkong endet das Kolonialzeitalter später als in anderen großen Territorien der Welt, und der für 1997 geplante Übergang wird nicht in die Unabhängigkeit sondern in eine Sonderverwaltungszone der Volksrepublik China führen. Dennoch bemühen sich die Behörden im Schatten des Kolonialzeitalters in starkem Maße um eine Förderung der Demokratie und sehen das Bildungssystem als wichtiges Hilfsmittel dazu an. Der Artikel sieht den Fall Hongkong im Zusammenhang mit vergleichender Literatur und zeigt auf, daß die Erfahrungen mit Hongkong eine Anpassung bestehender Theorien erfordern. Es werden sowohl Initiativen auf gesellschaftlicher Ebene als auch auf schulischer Ebene angesprochen, und es wird erörtert, inwieweit Bildung ein nützliches Instrument zur Erreichung des übergeordneten Ziels sein kann.

Résumé

Les efforts déployés par les autorités coloniales pour introduire des formes de gouvernement démocratiques comptent parmi les principales caractéristiques du processus de décolonisation en Afrique, en Asie et dans le Pacifique sud. Ces efforts visaient à préparer les territoires en question à l'autonomie et à l'indépendance. A Hong Kong, l'ère coloniale touche à sa fin plus tardivement que dans tout autre pays important du monde, et la transition ne se fera pas vers l'indépendance mais vers une région administrative spéciale de la République populaire de Chine. Cette transition doit avoir Heu en 1997. Néanmoins, au crépuscule de l'ère coloniale les autorités font de gros efforts pour promouvoir la démocratie, et considèrent le système d'éducation comme un instrument important pour la réalisation de cet objectif. Le présent article analyse le cas de Hong Kong dans le contexte de la littérature comparée, et montre de quelle manière l'expérience de ce territoire requiert une adaptation des théories existantes. Il présente les initiatives recensées tant au macro-niveau qu'à l'échelon scolaire, et examine la valeur de l'éducation en tant qu'instrument utile pour réaliser cet objectif global.

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Copyright information

© Kluwer Academic Publishers 1993

Authors and Affiliations

  • Mark Bray
  • W. O. Lee

There are no affiliations available

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