Essential knowledge, values and pedagogies for teaching global citizenship education in Hong Kong

Abstract

Purpose

This study aims to explore various conceptions of global citizenship education (GCE) and pedagogies among frontline Chinese Hong Kong secondary school teachers under the onset of a new political climate of conservative nationalism.

Design/methodology/approach

It utilised interview findings with a purposive sample of about 22 experienced secondary school teachers in 2019, which was shortly before the city was caught in huge waves of protests. Interviewees come from different demographics, such as subsidy types of schools and school sponsoring bodies and admit students of different socio-economic status and academic capabilities.

Findings

The findings reveal both liberal and nationalistic orientations on knowledge and values of GCE, including sustainability, in recent school education, and the use of discussion and experiential learning for teaching GCE.

Research limitations/implications

A conceptual framework is developed for further research on teaching GCE in different cultural contexts. Developing pedagogies to instil in learners the values, attitudes and behaviours that support responsible global citizenship should become an international research agenda.

Originality/value

The analysis offers insightful views on what, why and how these teachers teach GCE. The authors also construct a framework of teachers' values and teaching beliefs that cultivate global citizens based on the research findings. This framework can inform school leaders, curriculum planners and teacher trainers in developing a more substantial pedagogical framework for GCE.