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The purpose of this paper is to develop a critical analysis of the policy of moral and civic education in the non-tertiary education system in Macao and to examine the kinds of citizens it prepares.

It is a qualitative research design informed by the Foucauldian concepts of “governmentality” and “technology of the self” to analyze the moral and civic education policy in Macao.

The governmentality or art of government of the moral and civic education policy in Macao is made possible by three strategies, namely “governmentalisation of the state,” construction of “moral and civic education as a field of actions” and creation of “social harmony as a new form of civic virtue.” Based on the disclosed governmentalities, three approaches adopted by the government are identified, “normalising the school system,” “educating the students” and “disciplining the scapegoats.” Through these approaches, two technologies of the self are identified, namely disciplinary power and bio-politics, which are used to prepare citizens. In Macao, it seems that there is a tension between the discourses of active democratic citizenship and patriotic education.

The type of policy and theoretical analysis the author has adopted in investigating moral and civic education policy illuminates the local and national policy and, in so doing, creates opportunities for building comparative research on similar issues and their implications for education.

This paper can contribute to the local discussion of the possibility of rewriting the meanings of citizenship.

This paper is comprehensive and can therefore provide a ground for further and future research.

Civic education in Hong Kong is quite confusing nowadays. To understand the policy, it should be placed into the reality of its historical context. In addition, to read through the documentary presentation of policy, the policy’s proposal and its initiation should be understood with an understanding of contextual progress and historical change following the handover of sovereignty to China. The paper aims to discuss these issues.

The genealogical knowledge of policy history is applied for the purpose of understanding civic education. The concepts of genealogy put forward present an anti-essentialist position and are opposed to focusing on a singular or dominant ideology.

As the government-dominated power, any knowledge of civic education was bound to be nationally identified and patriotic for the purposes of strengthening nation-state awareness. Another approach of moral education was adopted that emphasized traditional Chinese cultures and values in order to cultivate a recognition of a harmonious society in students.

The paper helps to analyse the government-dominated process of knowledge formation in a value setting.

The purpose of this paper is to explore humanities teachers’ perceptions of patriotism in Singapore by addressing two questions. First, what are teachers’ understandings of patriotism? Second, what are teachers’ attitudes toward patriotism as a quality of good citizenship?

The qualitative case study approach was used, with semi-structured interviews and classroom observations as data sources. The participants were four teachers from diverse backgrounds with distinct perceptions of patriotism. Data analysis methods included writing teacher profiles and thematic coding.

Teachers were generally positive toward patriotism and understood it in four ways: cosmopolitan, nationalistic, social-movement and person oriented. These themes were not mutually exclusive but distributed across the participants in varying extents. These findings show that patriotism is susceptible to individual meaning-making, and there are different scales and expressions of patriotism.

The results from this small case study cannot be generalized. However, owing to globalization, it is likely that alternative ways of understanding patriotism might become more widespread and salient in citizenship education. Hence, the authors recommend that more studies be conducted on larger samples and using other methods.

This study goes in-depth into a case where teachers had positive feelings toward patriotism, and it draws on the context of Singapore to understand how and why this is so. It also revealed conceptions of patriotism that differ from the more common constructs in the educational literature, suggesting that people from post-colonial countries with different histories, might conceive of patriotism differently from others.

After the handing over of Hong Kong sovereignty from 1997 and under the “one country two systems” model, the Special Administrative Region's Government initiated new policies of civic education and amended or ignored the old ones. However, it was not until May 2011 that the complete new policy paper was introduced for consultation and then it was passed and issued as national education in April 2012. This article aims to analyze the civic education policy of Hong Kong in the transfer of power after the handing over in the following 15 years.

This policy analysis describes the preparations for Hong Kong’s future citizens and masters. Theories of citizenship education are adopted for this analysis. Moreover, theories of the state are also applied for more in‐depth understanding. These concepts are helpful to operationalize the contents of the study. It was a historical and comparative method to help to understand and explain the civic education policy of the HKSAR's governance.

Basically, it can be seen that the policies are anticipatory and responsive. The historical context of Hong Kong helped to make the correspondence with how the government expected to mold its future citizens in order to facilitate and implement their administration and governance.

This paper explores the role of the Hong Kong Government in the initiation and implementation of civic education.

The purpose of this paper is to explore the differences between Hong Kong Special Administrative Region (SAR) and Mainland in terms of education and also the influence of it on doing comparative educational research. Hong Kong SAR is ruled by the Chinese Government under the framework of “One country, two systems.” It makes Hong Kong SAR different from other Mainland cities based on different aspects including, education. The finding of this paper provides a systematic review about the differences between these two Chinese societies in terms of education and also implication for conducting comparative educational research in these two societies and also generating some implications for cross-national and cross-cultural study in education.

This paper made references from the framework proposed by Bray and Thomas (1995) in relation to comparative educational research to make comparison between Hong Kong SAR and Mainland China. Multi-level comparison is conducted between two societies in terms of education, especially aspects relating to conducting educational research sat social, school and individual levels.

This paper identified the influence of “One county, two systems” on education at different levels such as ideology, school management system and use of languages in teaching. Such differences affect the choice of topics, sampling strategy, research design, data analysis and interpretation and also ethical considerations when conducting comparative research between Hong Kong SAR and Mainland China.

This paper is an integrated analysis of conducting educational research in two Chinese societies and provides insights for further discussions and possible research about this topic.

This study aims to examine the empirical linkages among emotional experiences, national identity and behavioural intentions for red tourism in China.

Partial least squares structural equation modelling was applied to data from two rounds of surveys of 1,095 on-site visitors to Zunyi and Yan’an, two well-known red tourism cities in China.

Emotional experiences significantly affect national identity, with positive emotions significantly affecting national identity. Positive emotions also significantly influenced behavioural intentions, national identity positively influenced behavioural intentions and national pride mediated the relationship of “positive emotion → behavioural intentions”. In addition, previous experience played a moderating role in the relationship of “positive emotion → national pride”.

This research produced new insights on red tourism emotional experiences by clarifying its types, connotations and influences. It contributes to a better understanding of national identity antecedents and outcomes in red tourism. Findings revealed the significant role of red tourism in cultivating national identity and provide implications for academic research and practical development of red tourism.

本研究旨在考察中国红色旅游者的情绪体验、国家认同和行为意向之间的影响关系及其作用机制。

采用偏最小二乘法结构方程模型(PLS-SEM), 对来自中国红色旅游圣地——遵义和延安的1095名现场游客的问卷调查数据进行了统计分析。

情绪体验对国家认同会产生显著影响。其中, 积极情感会显著正向影响国家认同。同时, 积极情感也会对行为意向产生显著正向影响。此外, 国家认同对行为意向具有积极影响, 且国家自豪感在“积极情感→行为意图”的影响关系中充当中介作用。最后, 研究还发现旅游经历在“积极情感→国家自豪感”的影响关系中具有显著的调节作用。

本研究通过阐明红色旅游情绪体验的类型、内涵及其影响关系, 为深入理解红色旅游情绪体验提供了一个全新的视角。同时, 文章还进一步厘清了红色旅游情境中国家认同感的形成前因和影响结果的作用机理。研究结论揭示了红色旅游在培育国家认同感方面的重要价值, 并为红色旅游的学术研究和实践发展提供了重要启示。

Esta investigación examinó los vínculos empíricos entre las experiencias emocionales, la identidad nacional y las intenciones de comportamiento para del turismo rojo en China.

Se aplicó el análisis de ecuaciones estructurales basado en mínimos cuadrados parciales (PLS - SEM) a los datos recogidos mediante dos rondas de encuestas realizadasa 1.095 visitantes in situ en Zunyi y Yan'an, dos conocidas ciudades de turismo rojo de China.

Las experiencias emocionales afectan significativamente a la identidad nacional, y las emociones positivas influyen significativamente en la identidad nacional. Las emociones positivas también influyeron significativamente en las intenciones de comportamiento; la identidad nacional influyó positivamente en las intenciones de comportamiento y el orgullo nacional medió la relación “emoción positiva → intenciones de comportamiento”. Además, la experiencia previa desempeñó un papel moderador en la relación “emoción positiva → orgullo nacional”.

Esta investigación aportó nuevos hallazgos sobre las experiencias emocionales del turismo rojo al aclarar sus tipos, connotaciones e influencias. Contribuye a una mejor comprensión de los antecedentes y resultados de la identidad nacional en el turismo rojo. Los resultados de la investigación revelan el importante papel del turismo rojo en el cultivo de la identidad nacional y ofrecen implicaciones para la investigación académica y el desarrollo práctico del turismo rojo.

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This chapter examines the sources and evolution of theories of education and learning focused on transforming the learners' self-understanding and transforming the structures and social arrangements in which they and their educational and learning processes are embedded. The ‘transformative learning’ theories reviewed here span the last 50 years. They critique and go beyond the functionalist understanding that education and learning are meant to socialize learners within existing or dominant cultural and societal structures and/or in function of the transmission of knowledge, skills and attitudes from generation to generation. The first part of this article covers transformative learning and learning for transformation in the tradition of Freire, Habermas, Mezirow, and others. The second part concentrates on more recent ideas of collaborative learning, social learning and deliberative social learning evolving into transformative, and transgressive learning. By highlighting the warp and weft of the conceptual traditions and pedagogical practice within a variety of contexts and conditions, a colourful tapestry of transformative education and learning emerges. It is shown that, over time, the pertinence of transformative learning has only increased. The evolution of transformative learning presents itself as a virtual cycle, starting from marginalized and excluded people and communities via individual persons engaged in adult education and environmental education, to (groups of) people participating in collaborative and transgressive social learning, thereby becoming capable and empowered actors in processes of societal change and transformation.

With the development of the city, the urban parks of the red revolutionary culture have been gradually recognized by people. Red culture can arouse people's special memory for a period and a city, thus gradually applying to the urban landscape planning. Based on this, in this paper, in terms of terrain, water, artificial structure, light and shade, color and so on, the urban park landscape of the red revolutionary culture was planned and studied. At the same time, by using a large number of successful cases of domestic red landscape and foreign commemorative landscape, a way of thinking and method for the design of red landscape was explored. In addition, taking the Wuzhishan red cultural theme park as an example, the study was carried out, and the problems faced by the red culture theme park in the planning and design stage were expounded. Finally, the theory was applied to practice, thus providing an example for reference.

The purpose of this paper is to examine music teachers' perceptions of teaching cultural and national values (also defined as national cultural values) to explore the tensions facing school music education in the choice of music types to be delivered in Hong Kong and Taiwan.

With specific regard to music teachers' perceptions of “values,” “music cultures” and “nationalism,” data were drawn from a survey questionnaire given to 343 music teachers (155 preservice and 188 in-service music teachers) and semistructured interviews with 36 of these respondents.

The findings of the study showed that though many respondents in Hong Kong and Taiwan felt comfortable teaching traditional Chinese music, they did not want to teach contemporary Mainland Chinese music and other political or patriotic forms in the school music curriculum. The data also demonstrated some shortcomings in introducing a balance of music types into the curriculum, as well as limitations in promoting national education in response to the respective sociopolitical situations in Hong Kong and Taiwan.

This study was subject to limitations regarding the potential generalizability of the findings on school music teachers' perceptions in Hong Kong and Taiwan.

The implications for teachers and student teachers regarding the development of cultural and national values related to the political processes in Hong Kong and Taiwan are complicated, because of not only their relationship with Mainland China and its education based on nationalism but also the extent of teachers' professional training to help create an enabling environment for national and cultural development.

The findings of this study revealed that there are fundamental gaps in the overt and operational curricula in Hong Kong and Taiwan concerning the sociopolitical function of values in school music education in response to their respective sociopolitical situations.

Preservice teachers (n = 39) described their definitions of patriotism and to what extent they believed statements from The 1619 Project (2019) and The 1776 Commission Report (2021) were patriotic.

This study employed a mixed-method survey including open-ended prompts requesting participants’ descriptions of patriotism and Likert scale prompts asking participants to agree/disagree with deidentified statements from The 1619 Project and the 1776 Commission Report. In vivo words reflecting emotional responses to patriotism and the statements informed the categorization process in a second round of coding.

Four categories of patriotism definition were identified. Identified were relationships between groups’ conceptualizations of patriotism and whether statements from history narratives were viewed as patriotic.

This article contributes to the field by exploring the intersectionality of the concept of patriotism with competing narratives regarding the foundation and growth of the United States.