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Negotiating Global Citizenship and Nationalism: Shifting Paradigms in Hong Kong's Global Citizenship Education.

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Bibliographic Details
Title: Negotiating Global Citizenship and Nationalism: Shifting Paradigms in Hong Kong's Global Citizenship Education.
Authors: Lin, Jason Cong1 (AUTHOR) jclin@eduhk.hk
Source: European Journal of Education. Jun2026, Vol. 61 Issue 2, p1-15. 15p.
Subject Terms: *Teacher development, *Curriculum planning, *Science education, Nationalism, World citizenship, Chinese history, Political change, National security laws
Geographic Terms: Hong Kong (China)
Abstract: This conceptual paper critically examines the evolving interplay between global citizenship and nationalism in Hong Kong's global citizenship education. Drawing on critical analysis of existing literature and recent socio‐political and educational changes in Hong Kong, it traces the shift from a Western‐oriented global citizenship—characterised by neoliberalism, global competitiveness and limited national affiliation—to a form of global citizenship aligned with Chinese characteristics, foregrounding national identity, Chinese cultural heritage and the interests of the Chinese government. This transformation, accelerated since 2020 under the National Security Law, raises critical questions about the marginalisation of local voices and the potential instrumentalization of global citizenship to justify nationalism. The analysis indicates that while Hong Kong's education system increasingly prioritises national over global perspectives, genuine global citizenship with Hong Kong's unique characteristics remains elusive. The paper recommends greater balance in curriculum design, teacher development, assessment and stakeholder engagement to support a more inclusive and context‐sensitive vision of global citizenship education in Hong Kong. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This conceptual paper critically examines the evolving interplay between global citizenship and nationalism in Hong Kong's global citizenship education. Drawing on critical analysis of existing literature and recent socio‐political and educational changes in Hong Kong, it traces the shift from a Western‐oriented global citizenship—characterised by neoliberalism, global competitiveness and limited national affiliation—to a form of global citizenship aligned with Chinese characteristics, foregrounding national identity, Chinese cultural heritage and the interests of the Chinese government. This transformation, accelerated since 2020 under the National Security Law, raises critical questions about the marginalisation of local voices and the potential instrumentalization of global citizenship to justify nationalism. The analysis indicates that while Hong Kong's education system increasingly prioritises national over global perspectives, genuine global citizenship with Hong Kong's unique characteristics remains elusive. The paper recommends greater balance in curriculum design, teacher development, assessment and stakeholder engagement to support a more inclusive and context‐sensitive vision of global citizenship education in Hong Kong. [ABSTRACT FROM AUTHOR]
ISSN:01418211
DOI:10.1111/ejed.70553