Globalisation and localisation enmeshed—towards a framework for the development of guidance curriculum in Hong Kong

Hong Kong’s 150 years of colonisation by the British is a classic example of how globalisation comes into direct contact with a local Chinese culture and creates cultural hybridities. The paper presents a framework for developing a hybrid guidance curriculum, drawing together western traditions of developmental contextualism in guidance and Chinese traditions of Confucian humanism in moral education. The core of the framework is a hybrid self, integrating the individualist and the embedded self. The paper highlights the importance of culture and context in considering school guidance and the ‘fluid’ and dynamic nature of ‘glocalisation’ working towards integration.