British Journal of Educational Studies 45 (3):248 - 262 (1997)

Authors
Kang Chan
National Chengchi University
Abstract
This paper critically evaluates the Hong Kong government's recent attempt to introduce cross-curricular themes into the school curriculum. It is agued that the policy failed to have a significant impact because many of its key elements defined the themes as marginal and dispensable. Moreover, the policy embodied a discourse which portrayed teachers as empowered and, consequently, as the primary source of problems of its implementation.
Keywords cross‐curricular themes  Hong Kong  curriculum
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DOI 10.1111/1467-8527.00050
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