EDM6210 Education Policy and Society Lecture 3 Education Policy and Social Integration: Theorizing Equality in the Context of the State & Citizenship Wing-kwong

EDM6210Education Policy and Society

Lecture 3Education Policy and Social Integration:

Theorizing Equality in the Context of the State & Citizenship

Wing-kwong Tsangwww.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」

29 July 20115 May 2011

http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2012/03/ej_v39n1-2_1-24.pdf

25 May 201230 April 2012


1. The Chief Executive of HKSRA advocated in the

evening of 8th September 2012 that 「教育歸教育」

2. Locating the MNE discourse against the institutional context of One-Country-Two-System of HKSAR

3. Locating the MNE discourse against the historical-cultural context of contemporary China

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香港特區政府的立論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？

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民間公眾反對者的立論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？

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本人的立論本人的立論《課程指引》內容有問題！1. 國民身份的認同基礎上的錯誤2. 國家概念的知識內容上的錯誤3. 教學模式的設計上的錯誤4. 教學設計的階段性上的錯誤5. 身份認同的政治取態上的錯誤

State民族

錯誤 2: 國家概念的知識內容

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國家 the state

（行使統一主權的權力機器）

香港特區政府

（管治內部事務的權力機器）

中央人民政府

（管治對外主權的權力機器）

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

(一国國兩制下制度的磨合)

(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)

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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

錯誤 5: 國民身份認同上的政治取態

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一統政治取態的身份認同議論

2011年 1日

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。

「港鐵食麵」短片批港人自覺優越

對於孔慶東在節目發表「港人是狗」言論，本港平等機會委員會主席

林煥光昨回覆稱，平機會一貫鼓吹的理念是「平等包容，相互尊重」，

篤信這是普世價值，亦深信內地和香港的沉默大多數是了解及接受這

價值觀的。

負責節目統籌的「第一視頻電視台」，企業融資部及投資者關係部總

監李海表示，節目嘉賓言論只代表個人，電視台不對此作回應。本報

記者昨日下午於「第一視頻」網站搜尋，發現該網站未有將片段檔案

上載，但未知是否與孔慶東的言論有關；至晚上 11時左右，「第一

視頻」香港發言人補充並無刪除有關短片，記者再查看，記者發現

視頻再度出現。

一統政治取態的身份認同議論

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差異政治取態的身份認同議論「蝗蟲亂港」

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「蝗蟲亂港」反對國民教育 = 去中國化

差異政治取態的身份認同議論

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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


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 historical-cultural context of contemporary China


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. …….


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)


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

Ethnic group States Nation

Ethnicity Citizenship Nationality

Kin Clans RegionsLocalities Languages Religions

Social Integrations

Commonalities Differences

Schooling & Education

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)


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)


3. The constituent features of modern statea. The definitive territory

b. The definitive subjects

c. Monopoly of use of force and sovereign power

d. The establishment of internal and external public authority


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)


5. Marxist’s conception of the statea. “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 perspective① Repressive state apparatus

② Ideological state apparatus

Theories of State Formation

1. Stein Rokkan’s theory of state formationa. From primordial peripheral community to central

establishment

b. Four trajectories of functional differentiations① Economic-technological differentiation and the

establishment of Cities Cross-local commercial-industrial organization

② Military-administrative differentiation and the establishment of Military Organizations for control of external conflict

③ Judicial-legislative differentiation and the establishment of Judiciary Organizations for management of internal conflict

④ Religious-symbolic differentiation and the establishment of Church Cross-local script religion

PrimordialLocal Community

Economic-TechnologicalDifferentiation

Cities: Cross-LocalCommercial-Industrial

Organization

Military: OrganizationFor Control of

External Conflicts

Judiciary: OrganizationFor Management of

Internal Conflicts

TerritorialCenters

Churches:Cross-Local

Script Religions

Religious-SymbolicDifferentiation

Judicial-Legislative

Differentiation

Military-AdministrativeDifferentiation


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 state① Class coalition and struggle in the realm of exploitation

② Coalition and struggle between state authority and citizenship in the realm of domination

(1929-2008)


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 making① Dialectic relationship between capital accumulation and

warmaking

② Dialectic relationship between coercion accumulation and warmaking

e. Dynamics of geopolitics and inter-state system in Europe

Accumulation of coercion

Concentration of coercion

Concentration of Capital

Accumulation of Capital

Growth of States

Growth of Cities

Form of State

Class Coalition and Struggle

Coalition & Struggle between State & Citizenship War

Preparation & Making

Geopolitical Situation

Tilly’s Conception of State Formation


3. Pierre Bourdieu’s Theory of State Formationa. Definition of the State

① “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)


3. Pierre Bourdieu’s Theory of State Formationa. Definition of the State

② “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)


3. Pierre Bourdieu’s Theory of State Formationb. Project of constitution of physical & fiscal efficacy

of the state ① Accumulation of physical capital

• Internal physical capital accumulation: Policing system

• External physical capital accumulation: Army (Military) system

② Accumulation of economic capital • Constitution of taxation and fiscal system


3. Pierre Bourdieu’s Theory of State Formationc. Project of constitution of symbolic efficacy of the state

① 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)


3. Pierre Bourdieu’s Theory of State Formationc. Project of constitution of symbolic efficacy of the state

② 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)


3. Pierre Bourdieu’s Theory of State Formation

c. Project of constitution of symbolic efficacy of the state

② 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)

Territory / Residents

Power Apparatuses

External and Internal Efficacy & Legitimacy

Process of Capital Accumulation

Physical/CoerciveCapital

Fiscal/Economic

Capital

InformationalCapital

CulturalCapital

SymbolicCapital


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)


2. T.H. Marshall’s Thesis of Citizenship and Social Classa. Contradictory trajectory of development of

capitalism and citizenship① Capitalism is an institution based upon the principle of

inequality, which is in turn built on uneven distribution of property and/or property right

② 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


2. T.H. Marshall’s Thesis …c. The trajectory of citizenship development

① Development of civil rights in the 18th century and the constitution of the Court of Justice and the Rule of Law

② Development of the political rights in the 19th century and the constitution of the parliamentary system and the democratic state

③ Development of the social rights in the 20th century and the constitution of the social service departments and the welfare state


3. Wesley Hohfeld’s Conception of Rightsa. Rights as Liberties

b. Rights as Claims

c. Rights as Powers

d. Rights as Immunities

e. Classification of Citizenship Rights with Hodfeld’s Conception


4. Classification of Citizenship Obligationsa. Legal, Political, Social and Participation

Obligations

b. Support, Caring, Service and Protection Obligations


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


6. Obligations as Moral Requirementsa. Classification of zones of action

① Indifference

② Moral requirement

③ Superrerogation

b. Three instances of scale① Scale of obligation

② Scale of recipience

③ Scale of action

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Institutional Configuration of State and Nation in HKSAR

國家 the state

（行使統一主權的權力機器）

香港特區政府

（管治內部事務的權力機器）

中央人民政府

（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

(一国國兩制下制度的磨合)

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. Prussia① 1716: Fredrick William I made attendance at village schools

compulsory for all children not otherwise provided with instruction

② 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

③ Compulsory state-directed education as means for national unification of Prussia

④ 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


b. Austria① 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

② 1866: The defeat by Prussia led to definite effort to establish a state-controlled and secular schooling system

c. Denmark① 1721: Frederick IV proclaimed to build a genuine national

education system② 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.


d. France① 1791: The 1791 Constitution called for the establishment of

a system of free instruction common to all citizens.

② Napoleon rose to power and developed secondary and higher education as a means to produce effective elites from the military and governmental apparatus.

③ 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.

④ 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


e. England① 1807: First attempt to extend public aid to parochial

schools for the mass was defeated in the House of Lords.② 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.

③ 1944: Introduction of 9-year compulsory education


2. The Thesis of the Political Construction of Mass Educationa. 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 counter-Reformation

d. The rise 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

Institutionalization of the Nation-State & the interstate System

Expansion of theexchange Economy

Reformation &Counter-reformation

State Educational System as Means of National Mobility

3. Education as a World Culture Institutiona. Ontological basis of modern education

① primary unit: individual child

② organizational unit: school

③ role unit within organization: principal, teacher and student

④ institutional unit: nation-state

b. Structural basis of modern education

① free, egalitarian, compulsory and rational

② professionalized personnel

③ standardized and certified product


3. Education as a World Culture Institutionc. Legitimation basis of modern organization

① enhances labor productivity

② creates good citizenship

③ provides opportunities for self-fulfillment

④ increase national well-being, security, political stability

⑤ facilitates democracy, liberty and equality


Education Policy and the Contradiction of the Welfare State

Current Education Reform and the Neo-Liberal and Competition State

Lecture 3Education Policy and Social Integration:

Theorizing Equality in the Context of the State & Citizenship

END

Documents

EDM6210 Education Policy and Society Lecture 3 Education Policy and Social Integration: Theorizing Equality in the Context of the State & Citizenship Wing-kwong