Abstract
This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate, teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western and traditional cultures are discussed.
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Notes
The word ‘friends’ literally means people of the same teacher or of the same ideals.
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This study is supported by an internal research grant from the Hong Kong Institute of Education Research Committee.
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Luk-Fong, P.Y.Y. Hybridity in a Guidance Curriculum in Hong Kong. Int J Adv Counselling 28, 331–342 (2006). https://doi.org/10.1007/s10447-006-9023-4
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DOI: https://doi.org/10.1007/s10447-006-9023-4