In the process of Hong Kong's political transition to the Special Administrative Region of the People's Republic of China, various political forces have been generating impact on the curriculum changes. This paper aims to use the secondary History subject as a case study to demonstrate the implications and complications of curriculum changes in addition to analysing how politics and curriculum interact in the dialectical web of localism, nationalism and globalism. It is expected that it will shed light on the role played by History curriculum in helping pupils to develop local identity in national context while cultivating a sense of global citizenship.
在香港的政治過渡為中華人民共和國特別行政區的過程中，不同政治力量一直對課程的轉變產生影響。本文以中學歷史科為個案，展示課程轉變的含義與複雜性，並分析政治與課程如何在一個地方主義、國家主義和全球主義的辯証關係網絡中產生互相作用。作者期望本文能闡釋歷史課程如何能幫助學生在國家體系中發展本地身份認同而又同時培養世界公民的意識。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

In the past three decades, the Hong Kong primary Social Studies curriculum experienced several changes. Since each phase of development has been influenced by various internal and external factors, the curriculum itself could naturally reflect the social physiognomy and spirit of the time. By utilizing the methodology of documentary analyses, this paper aims to analyse the changing features and meanings of the Hong Kong primary Social Studies curriculum at each developmental phase from 1967 to 1997. It is hoped that the paper will shed light on how the Social Studies curriculum has responded to and reflected the contextual changes of different times.
三十多年來，香港的小學社會科課程經歷了數次的轉變。由於每一次的轉變都受各種內在及外在因素所影響，故課程本身亦反映不同時代的面貌及精神。本文以文獻分析的方法，探討小學社會科課程在一九六七至一九九七年期間不同發展階段的特色和意義，並展示它如何配合及反映不同時代的環境轉變。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Since 1997, Hong Kong's reintegration with China has been founded on the principle of 'One Country, Two Systems', which serves to guarantee the sustainability of the capitalist system in Hong Kong under the rule of the socialist motherland. This paper is an intra-cultural and inter-regional comparative study of the curricula of two systems (socialist and capitalist) under one country, using the junior secondary History curricula in Shanghai and Hong Kong as a case study. In addition to tracing the differences and similarities, divergences and convergences in the junior secondary History curricula of the two systems, the paper also generates proposals for the future improvement of History education in both cities.
[Copyright of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305006042000274836]