Loading...
Please wait, while we are loading the content...
Similar Documents
Historicizing hegemonies
| Content Provider | Scilit |
|---|---|
| Author | Wong, Ting-Hong |
| Copyright Year | 2018 |
| Description | Book Name: Routledge international handbook of multicultural education research in Asia Pacific |
| Abstract | Many scholars have applied the notion of hegemony to examine education policies. Their studies, however, are mostly single-societal research. Without a comparative lens, they tell us only minimally about cross-societal variations in the contradictions facing the ruling authorities in education and the resultant hegemonic approaches. To overcome these problems, this chapter compares state policies on Chinese schools in post-WWII Singapore and Hong Kong. After the war, the ruling regimes in both places sought to put Chinese schools under tighter control. Because of different racial politics in their respective territories, however, the two states handled the problem differently. Singapore was a multiethnic society. Because of pressure from the Chinese, the regime reluctantly incorporated Chinese schools as part of the state educational system, regardless of its failure in de-Sinicizing the curricula of these institutions. In sharp contrast, the state in Hong Kong – a largely mono-racial setting – faced less contradictory pressure in racial politics. After World War II, the chief adversaries threatening the position of the British were Beijing and Taipei. With no serious anti-Chinese mobilization from other racial groups, the British met the challenges from the two Chinas by accommodating the culture of the Chinese residents into the official curriculum and then transforming it into a denationalized mode. These findings urge scholars researching hegemony and education to adopt a comparative approach and to consider racial factors’ impacts on the states’ hegemonic approach.Many scholars have applied the notion of hegemony to examine education policies. This chapter compares state policies on Chinese schools – educational institutions supposedly using the Chinese language as the chief medium of instruction – in postwar Singapore and Hong Kong. The government decided to phase out financial assistance to Chinese institutions when more English schools became available. Succumbing to pressure from the Chinese, the regime reluctantly incorporated Chinese institutions as an integral part of the local educational system, with treatment equal to that of the English and Malay schools. Because of pressure from the Chinese, the regime reluctantly incorporated Chinese schools as part of the state educational system, regardless of its failure in de-Sinicizing the curricula of these institutions. The 1949 victory of the Chinese Communist Party in the Chinese Civil War suddenly put the Hong Kong colonial regime in the position of facing a unified and potentially hostile Chinese state. |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2014-0-32745-X&isbn=9781351179959&format=googlePreviewPdf |
| Ending Page | 170 |
| Page Count | 12 |
| Starting Page | 159 |
| DOI | 10.4324/9781351179959-13 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2018-03-28 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Routledge International Handbook of Multicultural Education Research in Asia Pacific Cultural Studies Educational System State Policies Education Policies Chinese Schools Chapter Compares State Educational Compares State Examine Education Incorporated Chinese |
| Content Type | Text |
| Resource Type | Chapter |
