柳存仁 (1917-2009) 學識淵博，被譽為「會走路的百科全書」。他曾經任教香港羅富國師範專科學校 (羅師)，任職期間，於1960 年出版《中國歷史教學法略論》一書。該書是一代學人暢論中國歷史教學法的專著，是香港有關歷史教育方面的始創之作，值得研究者重視。書中引用了很多當時羅師學員編寫的中國歷史教案，柳氏對這些教案，都詳加分析，表達了他對中史教學法的具體踏實的識見，既有助教師改進中史教學，亦反映戰後香港歷史教育的特徵。此外，我們可以從該書了解半世紀前，香港師範教育有關中史教師培訓的情況。
[Copyright © 2011 香港教育圖書公司.]

As a major reflection on the horizontal and vertical integration of the content of the curriculum, textbooks are the main resource of teachers. The aim of this study was to analyze the content of selected series of primary music textbooks in Hong Kong. An analysis framework was designed. Data obtained from the analysis were subjected to basic descriptive statistics. Demographics including frequency and percentage distributions of the listed features were studied. The analysis was done on the micro level as well as the macro level. The intra and inter relationships of the content of the textbook series were revealed. It could be seen that the music elements and music knowledge were presented in quite a balanced proportion. The performing of music in various forms was a dominant classroom activity while the proportion of creating music is still small and that on the listening to music was acceptable. Assessment activity was minimal. Other significant result included that the number of songs of foreign origins outnumbered that of Chinese and local origins though the language used was mostly Cantonese. Since textbook is a kind of operational curriculum, it is recommended that a more balanced content should be included and designed for a more comprehensive and effective music teaching and learning.
[Copyright © 2000 The Hong Kong Institute of Education]

The 1997 handover created demands for teaching Chinese culture at and above college level, including those being trained to be teachers. There have been debates on Chinese culture texts and relevant parts of the up-coming high school liberal studies syllabus. The criticisms reflect worries about indoctrinating patriotism and occasionally, losing the right to interpret Chinese culture to the national political centre. While using international scholarship in anthropology and other disciplines might answer some of these concerns, "internationalizing" alone does not help foster participation in interpreting Chinese culture or build a sense of community with alternative voices in the mainland. This paper describes attempts to introduce the work of mainland scholars in anthropology and other disciplines which transcend the tradition-versus-modernity and Chinese-versus-foreign dichotomies. As many of those authors do some of their writings for the mainland reading public, address current issues in mainland China, and often are concerned about empowerment through understanding marginalized traditions, the inclusion of more of their work in teaching Chinese culture in Hong Kong could help nurture "non-official" concepts of being Chinese without opting out of a sense of community that can benefit many on either side of the Hong Kong – mainland divide.