Globalisation and localisation enmeshed—towards a framework for the development of guidance curriculum in Hong Kong

Abstract

Hong Kong’s 150 years of colonisation by the British is a classic example of how globalisation comes into direct contact with a local Chinese culture and creates cultural hybridities. The paper presents a framework for developing a hybrid guidance curriculum, drawing together western traditions of developmental contextualism in guidance and Chinese traditions of Confucian humanism in moral education. The core of the framework is a hybrid self, integrating the individualist and the embedded self. The paper highlights the importance of culture and context in considering school guidance and the ‘fluid’ and dynamic nature of ‘glocalisation’ working towards integration.

Notes

* Department of Educational Psychology, Counselling and Learning Needs, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Email: [email protected]

The western notion is self‐esteem or self‐concept, while the Chinese notion is self‐cultivation. The western notion of study is ability, whereas the Chinese notion is effort. The western notion of work is ability and interests whereas the Chinese notion is economic gain.

This paper was presented at the Globalisation and localisation enmeshed: searching for a balance conference, held at Chulalongkorn University in Thailand, 18–22 November 2002.

Additional information

Notes on contributors

Pattie Yuk Yee Luk‐Fong *

* Department of Educational Psychology, Counselling and Learning Needs, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Email: [email protected]