This paper examines the nature and socio-political functions of Hong Kong's 'Chinese history curriculum' during colonialism and since decolonization and argues that these functions have resulted in a curriculum characterized by rote-learning and geared towards social control. Students are initiated into the traditional, orthodox view of Chinese history and prescribed moral judgements. Consequently, there is little chance for independent thinking on the part of students.
[Copyright of Journal of Curriculum Studies is the property of Routledge . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00220271003599165]