Identity and sense of belonging in post-colonial education in Hong Kong

Identity and sense of belonging in post-colonial education in Hong Kong

• Kuah Pearce, Khun Dept of Sociology, University of Hong Kong
• Fong, Yiu Chak Curriculum Development Institute, Hong Kong

Asia Pacific Journal of Education, 30(4), 433-448, 2010

Routledge

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts

Nationalism Educational Change Secondary School Students Social Change Identification (Psychology) Political Socialization Citizenship Politics of Education Local History Political Attitudes Educational Policy Secondary Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

This paper explores the construction of local and national identities among secondary school students in post-colonial Hong Kong. As a Chinese society that has undergone a prolonged period of British colonial rule, the reunification of capitalist Hong Kong with the motherland under socialism in 1997 has set the context for a negotiation of identities. It has been revealed that the Government of the Hong Kong Special Administrative Region has tried to foster a stronger sense of national identity and a sense of belonging among the younger generations through its education reform measures in the new millennium. Nation-building is part and parcel of the reform, although it is being interpreted and implemented diversely by local officials, school principals and teachers. The intersecting and overlapping nature of students' different identities has set the parameters of their identity formation but allows different latitudes of observance and/or choice of different identities.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188791.2010.519691]

• English

Journal Articles

• 02188791

• 10.1080/02188791.2010.519691

https://bibliography.lib.eduhk.hk/en/bibs/a8218078

2011-03-01