The Chief Executive of HKSRA advocated in the evening of 8 th September 2012 that 「 教育歸教育」

1. EDM6210Education Policy and SocietyLecture 3Education Policy and Social Integration:Theorizing Equality in the Context of the State & CitizenshipWing-kwong Tsangwww.fed.cuhk.edu.hk/~wktsang

2. Controversy over the Policy Document of Moral and National Education (MNE) Subject Curriculum Guideline in HKSAR The Chief Executive of HKSRA advocated in the evening of 8th September 2012 that 「教育歸教育」

4. http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2012/03/ej_v39n1-2_1-24.pdfhttp://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2012/03/ej_v39n1-2_1-24.pdf 29 July 2011 5 May 2011

5. 30 April 2012 25 May 2012

6. Controversy over the Policy Document of Moral and National Education (MNE) Subject Curriculum Guideline in HKSAR • The Chief Executive of HKSRA advocated in the evening of 8th September 2012 that 「教育歸教育」 • Locating the MNE discourse against the institutional context of One-Country-Two-System of HKSAR • Locating the MNE discourse against the historical-cultural context of contemporary China

7. 香港特區政府的立論 • 香港沉默大多數贊成國民教育科的實施 • 香港部份市民、家長有疑慮，故政府只需釋疑 • 《課程指引》內容真是無問題？

8. 民間公眾反對者的立論 • 撤消教育科，因為是洗腦 • 撤回再諮詢，因為《課程指引》有問題 • 《課程指引》內容問題何在？

9. 本人的立論 • 《課程指引》內容有問題！ • 國民身份的認同基礎上的錯誤 • 國家概念的知識內容上的錯誤 • 教學模式的設計上的錯誤 • 教學設計的階段性上的錯誤 • 身份認同的政治取態上的錯誤

10. 錯誤2:國家概念的知識內容 State 民族

11. 錯誤2:國家概念的知識內容 11

12. 錯誤2:國家概念的知識內容 12

13. 錯誤5:國民身份認同上的政治取態 • 身份認同的政治取態 politics of identity • 一統的政治取態 politics of unity • 差異的政治取態 politics of unity • 認許的政治取態 politics of unity

14. 一統政治取態的身份認同議論 2011年1日

15. 一統政治取態的身份認同議論

16. 錯誤5:國民身份認同上的政治取態 • 身份認同的政治取態 politics of identity • 一統的政治取態 politics of unity • 差異的政治取態 politics of unity • 認許的政治取態 politics of unity

17. 差異政治取態的身份認同議論 • 「蝗蟲亂港」

18. 差異政治取態的身份認同議論 • 「蝗蟲亂港」 • 反對國民教育 = 去中國化

19. 錯誤5:國民身份認同上的政治取態 • 身份認同的政治取態 politics of identity • 一統的政治取態 politics of unity • 差異的政治取態 politics of unity • 認許的政治取態 politics of unity

20. 認許政治取態的身份認同議論 • 同舟共濟 • 多元文化主義 • 獅子山下的精神 • 重慶大廈文化現象 20

21. Controversy over the Policy Document of Moral and National Education (MNE) Subject Curriculum Guideline in HKSAR • The Chief Executive of HKSRA advocated in the evening of 8th September 2012 that let the MNE discourse be located back to the arena of education policy • Locating the MNE discourse against the institutional context of One-Country-Two-System of HKSAR • Locating the MNE discourse against the historical-cultural context of contemporary China

22. Controversy over the Policy Document of Moral and National Education (MNE) Subject Curriculum Guideline in HKSAR • Putting the MNE discourse in the perspective of the sociology of education “Each society sets up a certain idea of man, of what he should be, as much from the intellectual point of view as the physical and moral; that this ideal is, to a degree, the same for all the citizens; that beyond a certain point it becomes differentiated according to the particular milieux that every society contains in its structure. It is this ideal, at the same time one and various, that is the focus of education. Its function, then, is to arouse in the child: (1) a certain number of physical and mental states that the society to which he belongs considers should not be lacking in any of its members; (2) certain physical and mental states that the particular social group (caste, class, family, profession) considers, equally, ought to be found among all those who make it up. …….

23. Controversy over the Policy Document of Moral and National Education (MNE) Subject Curriculum Guideline in HKSAR • Putting the MNE discourse in the perspective of the sociology of education “….…Society can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. But on the other hand, without a certain diversity all co-operation would be impossible; education assures the persistence of this necessary diversity by being itself diversified and specialized.” (Durkheim, 2006/1911, p. 79-80)

24. Controversy over the Policy Document of Moral and National Education (MNE) Subject Curriculum Guideline in HKSAR • Putting the MNE discourse inthe perspective of the sociology of curriculum “Formal educational knowledge can be considered to be realized through three message system: curriculum, pedagogy, and evaluation. Curriculum defines what courts as valid knowledge, pedagogy defines what courts as valid transmission of knowledge, and evaluation defines what counts as a valid realization of this knowledge on the part of the taught. …How a society selects, classifies, distributes, transmits, and evaluates the educational knowledge it considers to be public reflects both the distribution of power and the principles of social control within that society.” (Knowledge and Control, 1970, p. 47)

25. Social Integration Project under the Institutional Context of Modern Nation-State • Nation-State as the Universal-Global Unit of Modern World System • Theory of state formation and education policy as means for state formation • Theory of nation building and education policy as means for nation building • Dialectic of projects of citizenship and nationality developments: The dilemma of education policies

26. Ethnicity, Citizenship & Nationality in Social Integration of Modern Nation-State Social Integrations Commonalities Differences Schooling & Education Citizenship Ethnicity Nationality Ethnic group States Nation Clans Localities Regions Languages Religions Kin

27. Understanding the Concept of the State • Max Weber’s Definition of the State “Today, however, we have to say that a state is a human community that (successfully) claims the monopoly of the legitimate use of physical force within a given territory. Note that ‘territory’ is one of the characteristics of the state. Specifically, at the present time, the right to use physical force is ascribed to other institutions or individuals only to the extent to which the state permits it. The state is consider the sole source of the ‘right’ to use violence.” (Weber, 1946, p. 78)

28. (1929-2008) (1864-1920)

29. Understanding the Concept of the State • Charles Tilly’s Definition of the State An organization which control the population occupying a definite territory is a state insofar as (1) it is differentiated from other organizations operating in the same territory; (2) it is autonomous; (3) it is centralized; and (4) its division are formally coordinated with one another. (Tilly, 1975, p. 70)

30. Understanding the Concept of the State • The constituent features of modern state • The definitive territory • The definitive subjects • Monopoly of use of force and sovereign power • The establishment of internal and external public authority

31. Understanding the Concept of the State • Charles Tilly’s conception of “Stateness” The level and degree of stateness can be “measured by formal autonomy, differentiation from nongovernmental organizations, centralization, and internal coordination” of a government. (Tilly, 1975, p.34)

32. Understanding the Concept of the State • Marxist’s conception of the state • “The executive of the modern state is but a committee for managing the common affairs of the whole bourgeoisie.” (Marx & Engels, 1848) • “The state is an organ of class rule, an organ for the oppression of one class by another; it is the creation of ‘order’ which legalizes and perpetuates this oppression by moderating the conflict between the classes.” (Lenin, 1917) • Althusser’s instrumentalist perspective • Repressive state apparatus • Ideological state apparatus

33. Theories of State Formation • Stein Rokkan’s theory of state formation • From primordial peripheral community to central establishment • Four trajectories of functional differentiations • Economic-technological differentiation and the establishment of Cities  Cross-local commercial-industrial organization • Military-administrative differentiation and the establishment of Military Organizations for control of external conflict • Judicial-legislative differentiation and the establishment of Judiciary  Organizations for management of internal conflict • Religious-symbolic differentiation and the establishment of Church  Cross-local script religion

34. Territorial Centers Military: Organization For Control of External Conflicts Judiciary: Organization For Management of Internal Conflicts Cities: Cross-Local Commercial-Industrial Organization Churches: Cross-Local Script Religions Judicial- Legislative Differentiation Military- Administrative Differentiation Religious-Symbolic Differentiation Economic-Technological Differentiation Primordial Local Community

36. Theories of State Formation • Charles Tilly’s theory of state formation: Coercion, Capital, and European States, AD 900-1992 (1992) • Accumulation and concentration of coercion, and the growth and formation of the state • Accumulation and concentration of capital, and the formation and growth of cities • Coalition and conflict within the state • Class coalition and struggle in the realm of exploitation • Coalition and struggle between state authority and citizenship in the realm of domination

37. (1929-2008)

38. Theories of State Formation • Charles Tilly’s theory of state formation: Coercion, Capital, and European States, AD 900-1992 (1992) • Coalition and conflict among states: The mechanism of war preparation and making • Dialectic relationship between capital accumulation and warmaking • Dialectic relationship between coercion accumulation and warmaking • Dynamics of geopolitics and inter-state system in Europe

39. Geopolitical Situation Coalition & Struggle between State & Citizenship Class Coalition and Struggle War Preparation & Making Concentration of coercion Concentration of Capital Growth of States Growth of Cities Accumulation of coercion Accumulation of Capital Form of State Tilly’s Conception of State Formation

40. Theories of State Formation • Pierre Bourdieu’s Theory of State Formation • Definition of the State • “Using a variation of Max Weber’s famous formula, that the state is an X (to be determined) which successfully claims the monopoly of the legitimate use of physical and symbolic violence over a definite territory and over the totality of the corresponding population.” (Bourdieu, 1999, p. 56)

41. (1930-2002)

42. Theories of State Formation • Pierre Bourdieu’s Theory of State Formation • Definition of the State • “The state is the culmination of a process of concentration of different species of capital: • capital of physical force or instruments of coercion • economic capital, • cultural &/or information capital, and • symbolic capital.” (p. 57)

43. Theories of State Formation • Pierre Bourdieu’s Theory of State Formation • Project of constitution of physical & fiscal efficacy of the state • Accumulation of physical capital • Internal physical capital accumulation: Policing system • External physical capital accumulation: Army (Military) system • Accumulation of economic capital • Constitution of taxation and fiscal system

44. Theories of State Formation • Pierre Bourdieu’s Theory of State Formation • Project of constitution of symbolic efficacy of the state • Concentration of informational capital: “The state concentrates, treats, and redistributes information and, most of all, effects a theoretical unification. Taking the vantage point of the Whole, of society in its totality, the state claims responsibility for all operations of totalization (especially thanks to census taking and statistics or national accounting) and of objectivation through cartography (the unitary representation of space from above) or more simply through writing as an instrument of accumulation of knowledge (e.g. archive), as well as for all operation of codification as cognitive unification.” (p. 61)

45. Theories of State Formation • Pierre Bourdieu’s Theory of State Formation • Project of constitution of symbolic efficacy of the state • Concentration of cultural capital: “The state contributes to the unification of the cultural market by unifying all codes, linguistic and juridical, and by effecting a homogenization of all forms of communication, including bureaucratic communication. Through classification systems inscribed in law, through bureaucratic procedures, educational structures and social rituals, the state molds mental structures and imposes common principles of vision and division, forms of thinking that are to the civilized mind. … And it thereby contributes to the construction of what is commonly designated as national identity.” (p. 61)

46. Theories of State Formation • Pierre Bourdieu’s Theory of State Formation • Project of constitution of symbolic efficacy of the state • Constitution of symbolic capital: • “Symbolic capital is any property (any form of capital whether physical, economic, cultural or social) when it is perceived by social agents endowed with categories of perception which cause them to know it and to recognize it, to give it value.” (p. 62) • Concentration of juridical capital • Nomination of state nobility

47. Conception of Citizenship: Membership in the Modern State • Reinhard Bendix’s Definition of Citizenship: • Individualistic and plebiscitarian membership before the sovereign and nation-wide public authority • Development of citizenship: “the codification of the rights and duties of all adults who are classified as citizens”. (Bendix, 1964, p.90)

48. Physical/ Coercive Capital Fiscal/ Economic Capital Informational Capital Cultural Capital Symbolic Capital Process of Capital Accumulation External and Internal Efficacy & Legitimacy Power Apparatuses Territory / Residents

49. Conception of Citizenship: Membership in the Modern State • Reinhard Bendix’s Definition of Citizenship: • Individualistic and plebiscitarian membership before the sovereign and nation-wide public authority • Development of citizenship: “the codification of the rights and duties of all adults who are classified as citizens”. (Bendix, 1964, p.90)