Values Education in Hong Kong School Music Education: A Sociological Critique

Abstract
This article examines the social development of Hong Kong's cultural and national identity since its return from the UK to the People's Republic of China nearly six years ago, focusing on the extent to which Hong Kong students are now inculcated in traditional Chinese music and express their devotion to the PRC through singing the national anthem. Hong Kong music teachers experience conflicts concerning their roles as music teachers and as purveyors of values education. These observations raise fundamental questions concerning the sociopolitical function of values education in the music classroom
Keywords sociological critique  music education  Hong Kong  conflicts  values
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DOI 10.1111/j.1467-8527.2004.00255.x
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References found in this work BETA
Pegagogy, Symbolic Control and Identity: Theory, Research, Critique.B. Bernstein - 2001 - British Journal of Educational Studies 49 (1):92-93.
On Knowing: Essays for the Left Hand.H. S. N. McFarland & Jerome S. Bruner - 1962 - Philosophical Quarterly 15 (58):79.

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