Remaking Chinese identity: Hegemonic struggles over national education in post-colonial Hong Kong

Remaking Chinese identity: Hegemonic struggles over national education in post-colonial Hong Kong

• Tse, Thomas Kwan Choi Chinese University of Hong Kong

International Studies in Sociology of Education, 17(3), 231-248, 2007

Routledge

2007

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary

Nationalism Foreign Countries Educational Policy Patriotism Educational Change Social Change Political Influences Foreign Policy Educational Practices Liberal Arts Curriculum Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

Following the resumption of Chinese sovereignty in 1997, the Hong Kong Government has introduced a new national education project which aims at building nationalism and patriotism. With an active involvement of the state and civil society in promoting national education in recent years, there have been certain drastic changes in the school system - reforms in the curriculum with more weight to national identity and China's topics, more nationalistic or patriotic extra-curricular activities and rituals, and more training for teachers to conduct national education. Informed by a Gramscian notion of hegemony, this paper analyses the advent of and struggles over the national education policy and illustrates the collaboration and contests among various groups in the nation-building project - with the controversies over display of the national flag and liberal studies curriculum as examples.
[Copyright of International Studies in Sociology of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09620210701543908]

• English

Journal Articles

• 09620214

• 10.1080/09620210701543908

https://bibliography.lib.eduhk.hk/en/bibs/dbba5d9c

2010-09-27