National identity-building through the school curriculum and the two history subjects in postcolonial Hong Kong

National identity-building through the school curriculum and the two history subjects in postcolonial Hong Kong

• Kan, Flora L. F. Faculty of Education, University of Hong Kong
• Adamson, Robert Damian The Hong Kong Institue of Education

Asia Pacific Journal of Educational Development, 3(1), 43-53, 2014

2014

• P Social Context of Education
  • PC Society & Education
• P Social Context of Education
  • PE Law & Education ; Politics & Education

National Identity Chinese Hongkongese Chinese History History Postcolonial

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Since the retrocession of Hong Kong to Chinese sovereignty in 1997, the Hong Kong SAR government and key curriculum developers have been determined to make use of the school curriculum (formal and informal) and in particular, the two history subjects, 'Chinese History' and 'History,' to promote a national identity among students. This study shows that a Chinese national identity in ethnic, cultural and historical terms has been promoted through 'Chinese History.' At the same time, through the other history subject, 'History,' a Hongkongese identity that includes both an international and a national dimension has also been made possible. However, it is argued that in promoting a sense of national identity through the school curriculum, the government has turned the curriculum to a form of nationalistic propaganda. In addition, the emphasis on national identity would create tension between Hong Kong students, students from China and ethnical minority students.
[Copyright ©2014 National Academy for Educational Research.]

• English

Journal Articles

• 23044624

https://bibliography.lib.eduhk.hk/en/bibs/66782787

2015-03-25