EDM6210
Education Policy and Society
Lecture 3
Education Policy and Social Integration:
Theorizing Equality in the Context of
the State & Citizenship
Wing-kwong Tsang
www.fed.cuhk.edu.hk/~wktsang
Controversy over the Policy Document of Moral
and National Education (MNE) Subject
Curriculum Guideline in HKSAR
1.
The Chief Executive of HKSRA advocated in the
evening of 8th September 2012 that 「教育歸教
育」
http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2012/03/ej_v39n1-2_1-24.pdf
5 May 2011
29 July 2011
30 April 2012
25 May 2012
Controversy over the Policy Document of Moral
and National Education (MNE) Subject
Curriculum Guideline in HKSAR
1.
The Chief Executive of HKSRA advocated in the
evening of 8th September 2012 that 「教育歸教
育」
2.
3.
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
香港特區政府的立論
z 香港沉默大多數贊成國民教育科
的實施
z 香港部份市民、家長有疑慮，故
政府只需釋疑
z 《課程指引》內容真是無問題？
7
民間公眾反對者的立論
z 撤消教育科，因為是洗腦
z 撤回再諮詢，因為《課程指引》
有問題
z 《課程指引》內容問題何在？
8
本人的立論
z 《課程指引》內容有問題！
1.
2.
3.
4.
5.
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
9
錯誤2: 國家概念的知識內容
State
民族
錯誤2: 國家概念的知識內容
11
錯誤2: 國家概念的知識內容
國家 the state
（行使統一主權的權力機器）
(一国國兩制下制度的磨合)
香港特區政府
中央人民政府
（管治內部事務的權力機器）
（管治對外主權的權力機器）
(香港特區社會內部的團結)
(多元一体格局下中華民族的團結)
民族 the nation
（建基在團結感情的社群）
圖一： 香港特區國民教育的制度基礎
12
錯誤5:國民身份認同上的政治取態
z 身份認同的政治取態 politics of identity
y
y
y
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
13
一統政治取態的身份認同議論
2011年1日
14
一統政治取態的身份認同議論
2012 年 1 月 21 日 (六)
北大惹火教授罵港人是狗
時事評論員﹕中港矛盾深化 促政策介入
【明報專訊】自稱孔子第 73 代孫、言論惹火的北京大學教授孔慶東，
前日（19 日）於內地「第一視頻」網絡電視台《孔和尚有話說》節
目，評論內地兒童於香港港鐵車廂食麵事件，大罵「香港人是狗」，
又指「用法治維持秩序的地方就證明人沒有素質」。
視頻迅即在本港轉載瘋傳，不少人對孔慶東的言論感到震怒，有時事
評論員分析，D&G 禁攝、雙非孕婦衝關事件積累下，港人被孔慶東
的言論迅速「辣
」，事件反映內地和香港間的矛盾已深化，亦足見
兩地文化融合成效未彰，促請中央及港府從政策層面介入，平息衝突。
錯誤5:國民身份認同上的政治取態
z 身份認同的政治取態 politics of identity
y
y
y
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
16
差異政治取態的身份認同議論
z
「蝗蟲亂港」
17
差異政治取態的身份認同議論
z
z
「蝗蟲亂港」
反對國民教育 = 去中國化
18
錯誤5:國民身份認同上的政治取態
z 身份認同的政治取態 politics of identity
y
y
y
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
19
認許政治取態的身份認同議論
z
z
z
z
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
Controversy over the Policy Document of Moral
and National Education (MNE) Subject
Curriculum Guideline in HKSAR
1. 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
2. Locating the MNE discourse against the
institutional context of One-Country-Two-System
of HKSAR
3. Locating the MNE discourse against the historicalcultural context of contemporary China
Controversy over the Policy Document of Moral
and National Education (MNE) Subject
Curriculum Guideline in HKSAR
4. 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. …….
Controversy over the Policy Document of Moral
and National Education (MNE) Subject
Curriculum Guideline in HKSAR
4. 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)
Controversy over the Policy Document of Moral
and National Education (MNE) Subject
Curriculum Guideline in HKSAR
5. Putting the MNE discourse in the 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)
Social Integration Project under the Institutional
Context of Modern Nation-State
1. Nation-State as the Universal-Global Unit of Modern
World System
2. Theory of state formation and education policy as
means for state formation
3. Theory of nation building and education policy as
means for nation building
4. Dialectic of projects of citizenship and nationality
developments: The dilemma of education policies
Ethnicity, Citizenship & Nationality in
Social Integration of Modern Nation-State
Social Integrations
Commonalities
Differences
Citizenship
Nationality
Schooling
& Education
Ethnicity
Ethnic group
Kin
Clans
States
Localities
Regions
Nation
Languages
Religions
Understanding the Concept of the State
1. 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)
(1864-1920)
(1929-2008)
Understanding the Concept of the State
2. 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)
Understanding the Concept of the State
3. The constituent features of modern state
a.
b.
c.
d.
The definitive territory
The definitive subjects
Monopoly of use of force and sovereign power
The establishment of internal and external
public authority
Understanding the Concept of the State
4. 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)
Understanding the Concept of the State
5. Marxist’s conception of the state
a. “The executive of the modern state is but a
committee for managing the common affairs of the
whole bourgeoisie.” (Marx & Engels, 1848)
b. “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)
c. Althusser’s instrumentalist perspective
 Repressive state apparatus
 Ideological state apparatus
Theories of State Formation
1. Stein Rokkan’s theory of state formation
a. From primordial peripheral community to central
establishment
b. 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
Territorial
Centers
Military: Organization
For Control of
External Conflicts
Cities: Cross-Local
Commercial-Industrial
Organization
MilitaryAdministrative
Differentiation
Judiciary: Organization
For Management of
Internal Conflicts
JudicialLegislative
Differentiation
Churches:
Cross-Local
Script Religions
Religious-Symbolic
Differentiation
Economic-Technological
Differentiation
Primordial
Local Community
Theories of State Formation
2. Charles Tilly’s theory of state formation: Coercion,
Capital, and European States, AD 900-1992 (1992)
a. Accumulation and concentration of coercion, and the growth
and formation of the state
b. Accumulation and concentration of capital, and the formation
and growth of cities
c. 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
(1929-2008)
Theories of State Formation
2. Charles Tilly’s theory of state formation: Coercion,
Capital, and European States, AD 900-1992 (1992)
d. 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
e. Dynamics of geopolitics and inter-state system in Europe
Coalition &
Struggle
between State
& Citizenship
Geopolitical Situation
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
Theories of State Formation
3. Pierre Bourdieu’s Theory of State Formation
a. 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)
(1930-2002)
Theories of State Formation
3. Pierre Bourdieu’s Theory of State Formation
a. 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)
Theories of State Formation
3. Pierre Bourdieu’s Theory of State Formation
b. 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
Theories of State Formation
3. Pierre Bourdieu’s Theory of State Formation
c. 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)
Theories of State Formation
3. Pierre Bourdieu’s Theory of State Formation
c. 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)
Theories of State Formation
3. Pierre Bourdieu’s Theory of State Formation
c. 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
Conception of Citizenship:
Membership in the Modern State
1. Reinhard Bendix’s Definition of Citizenship:
a. Individualistic and plebiscitarian membership
before the sovereign and nation-wide public
authority
b. Development of citizenship: “the codification of
the rights and duties of all adults who are
classified as citizens”. (Bendix, 1964, p.90)
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
Conception of Citizenship:
Membership in the Modern State
1. Reinhard Bendix’s Definition of Citizenship:
a. Individualistic and plebiscitarian membership
before the sovereign and nation-wide public
authority
b. Development of citizenship: “the codification of
the rights and duties of all adults who are
classified as citizens”. (Bendix, 1964, p.90)
Conception of Citizenship:
Membership in the Modern State
2. T.H. Marshall’s Thesis of Citizenship and
Social Class
a. Contradictory trajectory of development of
capitalism and citizenship
 Capitalism is an institution based upon the principle of
inequality, which is in turn built on uneven distribution
of property and/or property right
 Citizenship is an institution based upon the principle of
equality, which is built on equal citizen status and its
derivative rights
b. Development of citizenship is construed by
Marshall as means of abating social class conflict
Conception of Citizenship:
Membership in the Modern State
2. T.H. Marshall’s Thesis …
c. The trajectory of citizenship development
 Development of civil rights in the 18th century and the
constitution of the Court of Justice and the Rule of Law
 Development of the political rights in the 19th century
and the constitution of the parliamentary system and the
democratic state
 Development of the social rights in the 20th century and
the constitution of the social service departments and
the welfare state
Conception of Citizenship:
Membership in the Modern State
3. Wesley Hohfeld’s Conception of Rights
a.
b.
c.
d.
e.
Rights as Liberties
Rights as Claims
Rights as Powers
Rights as Immunities
Classification of Citizenship Rights with Hodfeld’s
Conception
Conception of Citizenship:
Membership in the Modern State
4. Classification of Citizenship Obligations
a. Legal, Political, Social and Participation
Obligations
b. Support, Caring, Service and Protection
Obligations
Conception of Citizenship:
Membership in the Modern State
5. Justification of Citizenship Obligations
a. Instrumentalist Perspective: Obligations as
exchanges for Acceptance and/or Recipience of
Rights
b. Communitarian Perspective: Accepting
Obligations as Legitimacy
Conception of Citizenship:
Membership in the Modern State
6. Obligations as Moral Requirements
a. Classification of zones of action
 Indifference
 Moral requirement
 Superrerogation
b. Three instances of scale
 Scale of obligation
 Scale of recipience
 Scale of action
Institutional Configuration of State and
Nation in HKSAR
國家 the state
（行使統一主權的權力機器）
(一国國兩制下制度的磨合)
香港特區政府
中央人民政府
（管治內部事務的權力機器）
（管治對外主權的權力機器）
Civil Citizenship
Political Citizenship
Social Citizenship
Conceptions of Citizenship of HKSAR under O-C-T-S
61
Mass Education Policy & the Formation of
Modern State: A Historical Account
1. The Historical Account of Europe: Why were state
educational system constructed throughout Europe
in the late eighteenth and early nineteenth centuries?
Mass Education Policy & the Formation of
Modern State: A Historical Account
a. Prussia
 1716: Fredrick William I made attendance at village schools
compulsory for all children not otherwise provided with
instruction
 1763: Fredrick II (Fredrick the Great )issued General
Regulation for Village School at the end of the Seven Year
War (1756-1763), in which Prussia and England defeated
Austria and France
 Compulsory state-directed education as means for national
unification of Prussia
 1806: The defeat by the Napoleon and the humiliating
Treaty of Tilsit elicited the call for the provision of universal,
state-directed, compulsory education as means for nation
building
Mass Education Policy & the Formation of
Modern State: A Historical Account
b. Austria
 1774: Under the rule of Joseph II, universal compulsory
education law was passed after the defeat in the Seven
Year War by Prussia and England
 1866: The defeat by Prussia led to definite effort to
establish a state-controlled and secular schooling
system
c. Denmark
 1721: Frederick IV proclaimed to build a genuine
national education system
 The loss of Norway and Sweden in 1809 symbolized the
fall from the status as a major European power, the
state passed the law of introducing compulsory
education for children between the age seven and
fourteen.
Mass Education Policy & the Formation of
Modern State: A Historical Account
d. France
 1791: The 1791 Constitution called for the establishment of
a system of free instruction common to all citizens.
 Napoleon rose to power and developed secondary and
higher education as a means to produce effective elites
from the military and governmental apparatus.
 Democratizing and secularizing trends in education were
repressed as the result of the 1840 Revolution and the
subsequent regime of the Louis Napoleon in 1892.
 After the defeat by Prussia in the Franco-Prussian War in
1870, by 1881 the Third Republic established a universal,
free compulsory primary school system
Mass Education Policy & the Formation of
Modern State: A Historical Account
e. England
 1807: First attempt to extend public aid to parochial
schools for the mass was defeated in the House of Lords.
 1870: Elementary Education Act 1870 mandated the
provision of elementary education to all but stopped short
of decreeing compulsory education. The Act could be
interpreted as responses to a number of political instances,
e.g. the 1867 political reform enfranchising the working
classes, the rise of the unified Germany and the United
States in the late 1860s threatened British industrial
supremacy, and the 1867 Paris Exhibition, at which
English products compared unfavorably with those of
other countries.
 1944: Introduction of 9-year compulsory education
Mass Education Policy & the Formation of
Modern State: A Historical Account
2. The Thesis of the Political Construction of Mass
Education
a. The rise of European model of national society
b. The rise of nation-state and the intensification of
inter-state conflict
c. The Reformation in Christianity and counterReformation
d. The rise of the exchange economy
Institutionalization of
the Nation-State & the interstate System
Reformation &
Counter-reformation
Expansion of the
exchange Economy
Elements of the European
Model of a national Society
1. Myth of the individual
2. Myth of the nation as an
aggregate of individuals
3. Myth of progress (national
& individual)
4.Myth of socialization and
life-cycle continuity
5. Myth of the state as the
guardian of the nation
State Educational System as
Means of National Mobility
Mass Education Policy & the Formation of
Modern State: A Historical Account
3. Education as a World Culture Institution
a. Ontological basis of modern education
 primary unit: individual child
 organizational unit: school
 role unit within organization: principal, teacher
and student
 institutional unit: nation-state
b. Structural basis of modern education
 free, egalitarian, compulsory and rational
 professionalized personnel
 standardized and certified product
Mass Education Policy & the Formation of
Modern State: A Historical Account
3. Education as a World Culture Institution
c. Legitimation basis of modern organization
 enhances labor productivity
 creates good citizenship
 provides opportunities for self-fulfillment
 increase national well-being, security, political
stability
 facilitates democracy, liberty and equality
Education Policy and the Contradiction of
the Welfare State
Current Education Reform and the NeoLiberal and Competition State
Lecture 3
Education Policy and Social Integration:
Theorizing Equality in the Context of the State & Citizenship
END