Curriculum Documents as Representation of Institutional Ideology – A Comparative Study  

Oleh:

Ho, Judy Woon Yee

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 16 no. 4 (2002), page 284-302.
Fulltext: Vol. 16, No. 4, p 284-302.pdf (251.61KB)

Isi artikel

The present study is an analysis of curriculum-related papers in primary education published by the education departments of New South Wales, Australia, and Hong Kong, a SpecialAdministrativeRegion of the People’sRepublic of China. The aimis to unravel and contrast the ideological positions adopted by the twocommunities in their approaches tofirst language education sothat common-sense beliefsand practicesmay be challenged. Analysis shows that the Australian school discourse system exhibits characteristics of progressivism, utilitarianism and reconstructionism whereas the Chinese system in Hong Kong displays combined elements of European classical humanism and Confucianism. It appears that theAustraliansystemprefers flexibility, free choice, individual autonomy, student-centredness,and exploratoryspirit,whereas the latter inclines towards uniformity, orderliness, harmony, language-centredness and discipline. The Australian emphasis in language education is social, functional and communicative, while the Chinese focus is on formal correctness and integration of language, morality and aesthetics. These different ideological inclinations are suggestive of similar orientations at the societal level and affect the discourse practices at the situational level of the classroom.

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