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Fairbrother Gregory P. & Kennedy Kerry J. (2011). « Civic education curriculum reform in Hong Kong : What should be the direction under Chinese sovereignty? ». Cambridge Journal of Education, vol. 41, n° 4, dĂ©cembre, p. 425–443. ISSN 0305-764X. En ligne : <http://dx.doi.org/10.1080/0305764X.2011.625000>. 
Added by: Catherine Reverdy (27 Mar 2015 12:01:42 Europe/Paris)   Last edited by: Catherine Reverdy (27 Mar 2015 13:16:57 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/0305764X.2011.625000
ID no. (ISBN etc.): 0305-764X
BibTeX citation key: Fairbrother2011
Categories: General
Subcategories: Interdisciplinarité
Keywords: curriculum, Ă©ducation civique, politique Ă©ducative
Creators: Fairbrother, Kennedy
Collection: Cambridge Journal of Education
Views: 1607/1690
Views index: 25%
Popularity index: 6.25%
URLs     http://dx.doi.org/ ... 05764X.2011.625000
Abstract     
This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where there have been repeated calls for the government to reform civic education, and compares this context with that of England, where citizenship education was made a statutory subject in 2002. The article then examines from the cases of 25 societies whether a compulsory approach to and/or independent subject of civic education is associated with better learning of civic knowledge, knowledge of democracy, and patriotism. Finding that the impact of curricular approaches is somewhat negligible taking other factors into consideration, the article concludes that civic education reformers should consider the costs of limiting school autonomy in curriculum delivery.
  
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