Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767790
Title: 'British values'? 'Chinese values'? : governing and reimagining nation through values-based education policies in Britain and Hong Kong
Author: Leung, Alvin
ISNI:       0000 0004 7661 0585
Awarding Body: University of Cambridge
Current Institution: University of Cambridge
Date of Award: 2019
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Abstract:
This dissertation presents research that is broadly concerned with comparative understanding of the concept of citizenship and its relationship to nationhood, most particularly as it relates to contemporary government policies - what Michel Foucault refers to as 'studies of governmentality' - in Britain and Hong Kong. A major consideration is the assessment of how modern states seek to imbue citizenship with new meanings by mobilising connections to reimagined 'national cultures' and 'national values' as a way of expanding power and limiting access to citizenship. Two cases are selected and examined in this research to elucidate the above concern and consideration. The first is Hong Kong, where a compulsory subject Moral and National Education was proposed in 2012 to cultivate students' positive values and enhance their 'national qualities'. The second is Britain, where all schools and universities since 2015 must by law carry out the Prevent Duty to assess the risk of students becoming terrorists and beginning in 2014 where all schools must actively promote 'fundamental British values'. In both contexts, the education policies and their associated discourses claimed to protect 'our culture', defend 'our values', and promote understanding of 'our nation' Curriculum documents, policy documents, and parliamentary reports related to these education policies are collected and critically analysed in a genealogical approach to reveal (a) the expressions of 'national values' and citizenship in these policy and associated political texts, (b) how these texts and associated discourses influenced the re-imagination of nations, and (c) how the national perspectives expressed ideologically - especially in relation to the narrowing of borders through policies - recast, mediate or alter conceptions of citizenship. The comparative policy landscape in Britain and Hong Kong is assessed by deploying an interdisciplinary framework that addresses nation, citizenship, borders, and governmentality in a unique way. The study of the cases, in return, demonstrates how this framework can be applied to analysing education policies and assessing the rationalities and effects of these policies.
Supervisor: Dillabough, Jo-Anne ; Gardner, Philip Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.767790  DOI:
Keywords: citizenship education ; national education ; Britain ; Hong Kong ; United Kingdom ; British Values ; Chinese Values ; education policy ; policy analysis ; counter-terrorism ; extremism ; radicalisation ; nationalism ; China ; governmentality ; Foucault ; nation ; border ; Prevent ; Moral and National Education ; comparative education ; international education ; migration ; securitisation ; power ; national values ; national culture ; nationhood ; Prevent Duty ; borders ; education policy analysis
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