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A Comparative Analysis of Educational Policy for Citizenship Following Political Transitions: A Case Study of Egypt, Nepal, and Hong Kong

A Comparative Analysis of Educational Policy for Citizenship Following Political Transitions: A Case Study of Egypt, Nepal, and Hong Kong
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Author(s): Ericka Galegher (Lehigh University, USA), Maureen F. Park (Lehigh University, USA), Angel Oi Yee Cheng (Lehigh University, USA), Petrina M. Davidson (Lehigh University, USA) and Alexander W. Wiseman (Texas Tech University, USA)
Copyright: 2019
Pages: 25
Source title: Handbook of Research on Education for Participative Citizenship and Global Prosperity
Source Author(s)/Editor(s): José A. Pineda-Alfonso (University of Seville, Spain), Nicolás De Alba-Fernández (University of Seville, Spain) and Elisa Navarro-Medina (University of Seville, Spain)
DOI: 10.4018/978-1-5225-7110-0.ch005

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Abstract

This chapter provides a comparative policy analysis of education for citizenship in Egypt, Nepal, and Hong Kong. Having undergone significant political transitions, these countries provide useful case studies for examining the policy borrowing process for citizenship education before and after significant regime change. Using comparative policy discourse analysis framed by Phillips and Ochs's policy borrowing model, the authors examine the intersections between international expectations with national policy around citizenship education in countries which experienced drastic political transitions. This comparative policy analysis seeks to answer the following questions: How has national level policy on education for citizenship changed before and after shifts in regime governance? How are the examples of Egypt, Nepal, and Hong Kong reflective of global trends in citizenship education?

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