Explaining Hong Kong Students’ International Achievement in Civic Learning

Kennedy, Kerry John; Li, Lijuan

doi:10.1007/bf03397124

Cited by 3 publications

(3 citation statements)

References 36 publications

(37 reference statements)

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“…On the other hand, building trust among faculty members not only enhances teachers’ professional learning, but also augments student learning (Li et al, 2016). Hence, principals’ building of trust within their school is important for civic teaching (Kennedy and Li, 2017) because principals can influence the quality of curriculum provision and can facilitate the processes of teaching and learning (Lee et al, 2009). This study facilitates new thinking about the role of school leadership in constrained contexts.…”

Section: Discussionmentioning

confidence: 99%

“…She concluded that multiple factors ranging from those at the community to the international level, from school micro-politics to the Communist Party of China-led state policies and requirements affected school leaders in relation to civic education. Utilizing Hong Kong data drawn from the International Civic and Citizenship Education Study (ICCS) in 2009, Kennedy and Li (2017) conducted secondary data analysis to examine the effects of principal and teacher perceptions of parents’, teachers’ and students’ engagement in school governance on student civic learning. Their results show that school level factors (particularly principals’ roles) can influence students’ civic learning.…”

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confidence: 99%

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School leadership for civic learning: The case of socio-political turbulence in Hong Kong

Wong¹,

Lee²,

Kennedy³

2020

Educational Management Administration & Leadership

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Currently, the challenges deriving from the complex and dynamic socio-political context in Hong Kong influence principals’ and teachers’ relationships and interactions. Academic autonomy in Hong Kong secondary schools is not simply granted by the principals, it is influenced by the society, school conditions and key stakeholders. This study employed qualitative methods to examine how principals negotiate the political context surrounding citizenship education and how these practices influence the civic learning in schools. The results revealed that in school citizenship education, when principals lacked a clear vision of citizenship education, most teachers were compliant and avoided discussing controversial political topics with their students. Such teachers had less autonomy and consequently less self-efficacy. When principals mediated the diverse needs of students and balanced the different expectations of school stakeholders, there were both compliant and critical teachers. Teacher autonomy and self-efficacy were also affected by the current socio-political context in Hong Kong. When principals had a clear school civic mission, the results differed across schools. These findings suggest that principals have to reflect on their own understanding of the purposes and perspectives of citizenship education significantly to meet the multiple demands of a complicated and turbulent socio-political environment.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

School leadership for civic learning: The case of socio-political turbulence in Hong Kong

Wong¹,

Lee²,

Kennedy³

2020

Educational Management Administration & Leadership

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“…While the political and social contexts of the 1990s and 2000s have been well documented much less is known about how these contexts influenced young people. The political socialization literature points to the important role of schools Kennedy and Li, 2016;Li and Kennedy, 2016) and recent work has shown that social movements themselves can influence young people (Wang, 2017;Xia, 2016). Yet personal experiences and attitudes cannot be discounted.…”

Section: Strains Of Radicalism In Hong Kongmentioning

confidence: 99%

The development of Hong Kong students’ civic attitudes under Chinese sovereignty

Kennedy

Ng³

2018

AEDS

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Purpose The recent mobilization of many Hong Kong youth to engage in what are regarded as radical political activities is not a new area of investigation. Much has been discussed about this growing political activism and localism often giving an impression that Hong Kong youth are radical and disengaged from China as a nation. Yet little is known about the possible antecedents of such disengagement. The purpose of this paper is to identify whether there is empirical evidence of growth or decline in civic trust and national attitudes amongst Hong Kong young adolescents over the ten-year period from 1999 to 2009. Design/methodology/approach In this study latent profile analyses were used to classify cohorts of Hong Kong secondary students according to the levels of their self-reported trust in civic institutions and attitudes toward the nation. The cohorts were separated by a ten-year gap. Comparisons were made across groups and across the ten-year time span, in order to trace changes in civic attitudes of young adolescents following the return of Hong Kong to China in 1997. Findings Three distinct groups were identified in both cohorts – Activists, who had negative attitudes to trust and toward the nation, Nationalists who had positive attitudes toward trust and the nation and Moderates who endorsed average responses to the, two variables. The gaps between the groups tended to be greater in the 2009 group compared to the 1999 groups suggesting greater polarization amongst adolescents on these measures. Originality/value Young adolescents cannot be assumed to be politically neutral or lacking social values. Citizenship education needs to take this into account so that values can be clarified and major issues can be discussed in a safe and supportive environment.

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Hong Kong adolescents’ future civic engagement: do protest activities count?

Kuang

Kennedy

2018

Compare: A Journal of Comparative and International Education

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Explaining Hong Kong Students’ International Achievement in Civic Learning

Cited by 3 publications

References 36 publications

School leadership for civic learning: The case of socio-political turbulence in Hong Kong

School leadership for civic learning: The case of socio-political turbulence in Hong Kong

The development of Hong Kong students’ civic attitudes under Chinese sovereignty

Hong Kong adolescents’ future civic engagement: do protest activities count?

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