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HongKongNationaleducationconstructanimaginedcommunityofChinatoHongKongstudent07s008ChenCen07s011ChangLe07s094LauManKwong07s78AuMingWaiIntroduction•Background–HongKongbecomesthealmostuniquemoderncivilizedterritorywithoutanationaleducationformorethan100years–Alocalsenseof“HKismyhome”&Asenseofsuperiorityof“Supre-HongKong”–1997.7.1HomecomingofHongKong•“onecountry,twosystems”•SRAS•financialcrisis•Chinesegovernmentthenationaleducationofyouth•Governmentimplementedvariouspolicies:–Course–Exchangetour•ThroughinterviewandsurveyamongasecondaryschoolinHK,wecangaindeeperunderstandingofthedegreetowhichtheyidentifywithnationalidentity,alsoanalyzethecurrentstandingofHKnationaleducationbasedonthenationaleducationofothernations.ImaginedCommunity-socialconstructionofidentityinconnectionwithanation-state(Bial,2008,pp.146-147).BenedictAndersonbasedhistheoryontheconceptsofnationality,nation-less,&nationalismNationalism:animaginedpoliticalcommunitythatisimaginedasbothinherentlylimitedandsovereign(Caliendo,McIlwain,2011,p.15).Nationisanimaginedpoliticalcommunity:1.imagined∵membersofevensmallestnationwillneverknowmostoftheirfellow-members,meetthem,orevenhearofthem,yetinmindsofeachlivesimageoftheircommunion2.Aslimited∵eventhelargestofthem,encompassingperhapsabillionlivinghumanbeings,hasfinite,ifelasticboundaries,beyondwhichlieothernations3.Assovereign∵theconceptwasborninanageinwhichEnlightenment&Revolutionweredestroyingthelegitimacyofdivinely-ordainedhierarchicaldynasticrealm4.Ascommunity∵regardlessofactualinequality&exploitationthatmayprevailineach,thenationisalwaysconceivedasadeep,horizontalcomradeship(McCrone,2001,pp.48-49).Print-capitalism-makecreationofimaginedcommunitiesbecomepossible-incapitalism,entrepreneursprintedbooks&mediainvernacularinordertomaximizecirculationThisimaginedlinkagederivesfrom2obliquelyrelatedsources.1.Calendricalcoincidence.Thedateattopofnewspaper,thesinglemostimportantemblemonit,providesessentialconnection–steadyonwardclockingofhomogeneous,emptytime2.Liesinrelationshipbetweennewspaper,asaformofbook,andmarket(Anderson,2006,pp.33-34).-commonlanguage,religion&folklorecontributethisimagination-helpturninganareadefinedarbitrarilybyamapintoanation(Bial,2008,pp.146-147).InventedTraditionTheInventionofTradition-nationalidentity-writtenbyvarioushistorians&anthropologists(collectionofcasestudies)-traditionsthatappear/claimtobeancientcanbequiterecentinorigin&weresometimesliterallyinventedinasingleeventoroverashorttimeperiod-probablynotimeorplacethathasnotseenthe“invention”oftradition-occurmorefrequentlyattimesofrapidsocialtransformationwhen“old”traditionsaredisappearingAimofinventedtradition:-Toestablish/symbolizesocialcohesion&collectiveidentities,benefitestablishedsocialorderKeyfeature:-continuitywithareferencedhistoricalpastislargelyfictitious(Dinnie,2008,pp.117-118).EricHobsbawn-Traditionsareactuallyinvented,constructed&formallyinstituted-Asetofritualorsymbolicpractices,normallygovernedbyovertlyortacitlyacceptedrules,whichseektoinculcatecertainvaluesandnormsofbehaviorbyrepetition-∵traditionsautomaticallyimplycontinuitywithpast-∴inventedonetrytoestablishcontinuitywithasuitablepast(largelyfactitious)Theappearanceofnewtraditionalmovements/revivalofsuchmovementsisanindicationforabreakinformercontinuity(Jurist,2005,p.3).-inventorsofnewtraditiondipintovastrepositoriesofanyculture’srituals&symbols,obscuringintended“breakincontinuity”-thoughemphasizinglinktopast,possiblesimultaneouslytodisguise&legitimizeinnovation(Ochs,2007,p.141).NationalEducation-Atoolinformationofideologies&collectivebeliefswhichlegitimatestatepower&underpinconceptsofnationhood&national“character”-powerfulwayfornationstoconstruct&stabilizethemselvesascoherentimaginedcommunitiesMacLearn:schoolingisritualperformances2phasesofidentities:1.Ritualsofbecomingacitizen2.Ritualsofbecomingagoodworker-toinscribecommonmeaning&referencepatternsearlyoninheadsofyoung(future)citizensiscertainlymostpotentwayforanationtoinvertitself=Educationofstatecreatesmembersofimaginedcommunity(Djelic&Quack,2010,p.388,Molesworth,Scullion&Elizabeth,2011,p.164).Examples:census,map,museum-effectiveinfosteringimaginedcommunitiespromotingnationalidentityoflocalpopulation,&contributingtotheirdesire&struggleforindependence&itsattainmentCensus:labelvariouspopulations&quantifythemMap:introduceintopublicdiscoursenewnames,locations&geographicalnationaltermsbyvisualmeansMuseum(e.g.Archaeological&art):providemonuments&representativegraphicsymbolsforforgingofanimaginednationalidentity(Dror,2007,pp.36-37).UndertheHongKongGovernmenttopromotenationaleducation——Sincethereunification,toimprovestudents’understandingofthestateandnationalidentity,whichisHongKongGovernment'spoliciesandpriorities.Encouragestudentsto:getbetterunderstandingofnationalbringupnationalsentimentsPracticeofnationalcommitmentCelebrationofregressionandunderstandingofnationalconditionswhichareimplementationofnationaleducationandpolicy.LearningCourseisthebeginningtorecognizeourstateConcerninstateoutsidetheclassroom——surve
本文标题:Hong Kong National education construct a imagined
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