Introduction: Globalization of Education Policy, Sociocultural Change, and Education Reform in Early Childhood Music Education

Abstract

This chapter offers the background of this book, as well as its scope, research problems, theoretical rationale, purposes, and significance. This book conceptualizes music education in early childhood by grounding current theoretical discussions of “globalization,” “localization,” “nationalization,” “teacher self-efficacy,” “play”, and “teacher education.” It is situated in the broader intellectual attempt to understand the complex relationship between globalization, education policymaking, and pedagogical practices. Music education in postcolonial Hong Kong has undergone dramatic changes, including the development of national identity through music education. Further, the latest Kindergarten Education Curriculum Guide has stated that moral education and play-based learning, should be integrated into the pedagogical practices of all major study areas. The analysis of historical context, political influences, educational practices, and belief systems of teachers within Hong Kong’s early childhood education subsystem should provide fertile ground for a thorough understanding of the meaning and implications of global education reform at multiple levels.KeywordsEarly childhoodMusic educationMoral educationNational identityEducation globalizationPostcolonial Hong Kong