Multiple Identities and Social Values: An Exploratory Study of Teachers in Hong Kong's Catholic Primary Schools (香港天主教小學教師的多元身份及社會價值觀研究)
Publication in refereed journal


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AbstractAgainst the background of transfer of sovereignty and the needs of curriculum reform in Hong Kong, teaching on national identity has become the focus of teaching and school activities. However, the issue of national education has triggered recurring controversies, especially in the 2012 city-wide anti-national education movement. The issue of identity education involves an exploration of a number of related identities. Teaching of multiple identities begs some more fundamental questions unanswered: how teachers perceive and form their own multiple identities? In addition, what are the social values connected with these identities, if any? This small-scale mixed method study tried to explore the multiple identities and their origins, as well as the associated social values of teachers in Hong Kong Catholic primary schools. With the data gathered from a survey of 144 respondents and eight in-depth interviews, we present the major quantitative and qualitative findings. Preliminary research and pedagogical implications are made upon on these findings.
All Author(s) ListThomas Tse, Catherine Fung
Journal nameHong Kong Journal of Catholic Studies
Year2017
Month12
Issue Number8
PublisherCentre for Catholic Studies, The Chinese University of Hong Kong 香港中文大學天主教研究中心
Place of PublicationHong Kong
Pages276 - 312
LanguagesEnglish-United Kingdom
KeywordsMultiple Identities, Social Values, Teachers, Hong Kong, Catholic Primary Schools

Last updated on 2018-17-07 at 12:03