Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 78-82). Also available in print.

In this dissertation, I would like to focus on the authentic interpretation to patriotic education sites in Shanghai. Before looking into the authentic interpretation, we shall understand the background of patriotic education in China and in Shanghai. Patriotic education is the tradition of Chinese nation and now it’s part of political education in mainland China, whose purpose is to encourage the national to love the country and love the Communist Party of China. Place’s patriotic education is an important way to help the people know the places and come to understand of the patriotic stories happened in the history. With lots of photos, illustrations, sculptures used and many activities advocated, historical stories are commemorated to the public. In this dissertation, I would classify the typology of the patriotic education sites into 10 categories in three different levels and search the typical sites in each category to find out each individual site its age, physical nature of the place, architectural aesthetics/ design, construction, date of opening to the public, date of patriotic education site and level of patriotic education site. This will be the original finding in my dissertation, as to my knowledge, there was never been a category system of the patriotic education sites in Shanghai. To analyze the authenticity to the objective place’s patriotic education, I will attempt to find out the political significance of the site, the authentic location of the site and the authentic fabric of the place. I will try to find out the issues of the authentic location and fabric in the place’s patriotic education. Whether the authenticity of the location and fabric playing an important role in the patriotic education depends on whether they are the part of the history of that time. When the location and fabric in the site are the parts of the education to help the public to understand the stories and the culture of that time, the authenticity of the location and fabric in the sites has a positive impact on the objective of place’s patriotic education. Otherwise, the unauthentic location and fabric will mislead the visitors. But to keep the authentic new location and new fabric will help the later generation to understand why and how we are doing now in the future. / published_or_final_version / Conservation / Master / Master of Science in Conservation

No description available.

D.Phil. / Being Kenyan means belonging to a number of levels, the national, the local, one’s tribe or ethnic group and supra-state. It means living in a world beyond the Kenyan nation in which absolutism, whether of the ethnic or national civic state, is no longer operative. While encouraging Kenyans to regionalize and globalize, the state in Kenya has also simultaneously sought to construct a nation and develop among Kenyans a sense of national identity. State pronouncements point out that Kenyans need to strengthen their self-identity in the midst of growing globalization and regionalization. They suggest that Kenya needs to teach History in schools to produce a new breed of citizens, imbued with a new vision, characterized by the Kenyan personality, that is individuals who are driven by a deep sense of patriotism and nationalism that transcends ethnic and traditional ties. To achieve this purpose, History teachers must enable students to apply historical knowledge to the analysis of contemporary issues and to deploy the appropriate skills of critical thinking. They teachers need to develop a critical pedagogy in which knowledge, habits, and skills of critical citizenship are taught and learnt. The study adopted a basic interpretive qualitative research design to understand the strategies that the teachers used to develop the attitudes and skills of critical thinking that enable learners to transcend their ethnic and national ties when thinking about issues that are Kenyan. Classroom observations and interviews were employed. The study involved seven provincial secondary schools situated in the Nairobi Province, Kenya. The finding is that to learn history, learners should not be simply inducted into an already existing identity. They have to be assisted to engage in open-ended debates over the nature of this identity as a way of introducing them to historical thinking that links the teaching and learning of history with its disciplined inquiry and core values and make it possible for them to understand their national identity part of a Kenyan culture that is interconnected with others at regional and global levels.

M.Ed. (School Guidance) / Please refer to full text to view abstract

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Tse, Yuen Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 209-222). / Abstracts in English and Chinese. / Abstract --- p.iii / Acknowledgements --- p.vi / Chapter Chapter One: --- Introduction --- p.1 / The Research Question / Terminology / Literature Review / Methodology / The Structure of the Thesis / Chapter Chapter Two: --- Schooling in Hong Kong --- p.42 / Structure and Characteristics of the Education System / Language and Hong Kong´ةs Education / History Education in Hong Kong / Civic and Political Education in Hong Kong: A Brief History / Conclusion / Chapter Chapter Three: --- An Overview of the Organization of Patriotic Education at School Level --- p.62 / Differences in the Pattern of Organizing Nationalistic Education in Individual Schools / Concrete Changes in the Implemented Patriotic Education Curriculum and their Ambiguous Implications / Decision Making and Power Relations in School-Based Curriculum / Conclusion / Chapter Chapter Four: --- The Meanings of National Identity and Nationalistic Education: Views of Education Practitioners --- p.89 / Teachers´ة Background / Teachers´ة Attitudes towards Nationalistic Education / Which Patriotism? Ambivalences in the Teaching of Patriotism for China / Conclusion / Chapter Chapter Five: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country I --- p.126 / "Which China Should Be Loved? Ancient, Cultural China versus Contemporary, Political China" / Conclusion / Chapter Chapter Six: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country II --- p.148 / Affective or Critical Education/ Loving the Country as a Duty or a Choice / Conclusion / Chapter Chapter Seven: --- Conclusion --- p.175 / Summary of Chapters / The Teaching of National Identity in Hong Kong in Review / The Future of the Teaching of National Identity in Hong Kong: The Promotion of a New Form of National Belonging / Appendices --- p.206 / Bibliography --- p.209

published_or_final_version / Education / Master / Master of Education

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Nova Scotia, Univ., Diss--Halifax.