Hong Kong secondary school teachers’ pedagogical approaches to controversial issues at a time of social and political turmoil

ABSTRACT

This research study contributes to understanding teachers’ perceptions and views of using controversial issues and political neutrality in teaching, through an analysis of data gathered through questionnaire responses in a wider project and 41 semi-structured interviews. There are diversified views about the relationship between controversial issues and education. Some teachers feel that it is impossible to avoid controversial issues and that using them is educationally necessary. Three approaches were identified regarding their teaching of controversial issues: ‘open’, ‘critical’, and ‘committed’. The authors argue that teachers’ actions are influenced by factors which are discussed as ‘contextual’, ‘political’, and ‘pedagogical’. Teachers operate in specific places and times, have their own views about the nature of the good society, and prioritize their professional responsibilities. These findings contribute to our understandings of the teachers’ viewpoints and how those views are shaped. Such understandings will contribute to the development of reflective education policy and practice.

KEYWORDS:

• Pedagogical approaches
• controversial issues
• political neutrality
• hong kong secondary school teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study is a part of a General Research Fund project regarding National Education in Hong Kong, funded by University Grants Committee [grant number 18604317];General Research Fund funded by University Grants Committee [18604317];

Notes on contributors

Eric King-Man Chong

Eric King-man Chong is Assistant Professor at the Education University of Hong Kong. His research interests are citizenship education, interdisciplinary curriculum and methods, national identity, and Hong Kong politics.

Jun Hu

Hu Jun is a research assistant at the Education University of Hong Kong.

Hayes Hei-hang Tang

Hayes Hei-hang Tang is Assistant Professor at the Education University of Hong Kong. He is interested in the fields of education policy, higher education, academic profession, and youth studies. His research focuses on the sociological role of higher education in entrepreneurial society and global city.

Eric Chi-Keung Cheng

Eric Chi-keung Cheng is Associate Professor at the Education University of Hong Kong. His research focuses on exploring organizational factors and management strategies that enable school leaders and teachers to leverage pedagogical knowledge assets.

Ian Davies

Ian Davies is an Emeritus Professor of education at the University of York, United Kingdom. He is director of the Centre for Research on Education and Social Justice. He is the author of numerous books (published by Routledge, Continuum, Sage and others) and journal articles, most of which explore issues related to teaching and learning about contemporary society (with a particular focus on citizenship education).

Yan-wing Leung

Yan-wing Leung is Adjunct Associate Professor at the Education University of Hong Kong. He is also a part-time guest lecturer at the Department of Social Sciences and Department of Education Policy and Leadership of the Education University of Hong Kong. He is interested in citizenship education.

Steven Chung Fun Hung

Steven Chung-fun Hung is Assistant Professor at the Education University of Hong Kong. His research interests are education policy of civic education, student movement and political participation, Hong Kong history with contemporary China, history of Hong Kong education and education policy, sociology of knowledge and curriculum, and historical and comparative methodology.