This paper explores how notions of race, ethnicity, and blood are mobilized in educational texts in Hong Kong. It elaborates how civic identity is racialized as part of a nationalist education operating beneath the surface of expressed commitments to global citizenship, human rights, etc., in curriculum and textbooks. Many have commented on how cultural and ethnic ties are prioritized over political principles as bases for civic education in Asian societies. These cultural/ethnic bases should be critically examined, however, as they imply racial/ethnic exclusions. Examining how race, ethnicity, and blood are used to justify cultural framings of civic identity leads to questions about how education can be used to unify some, while alienating others from a sense of belonging and community. I argue that racialization of Hong Kong civic identity is not a happy solution for all members of society, and for more inclusive visions of identity in education.
[Copyright of Discourse-Studies in the Cultural Politics of Education is the property of Routledge.]

The relationship between history education and political education in Asian societies is an underexplored topic. Politics have deeply shaped the development of history education in Hong Kong, as in many other societies around the world. Hong Kong history education reforms have been criticized for providing a new form of national political education. This study examines how politic education can be found in the Hong Kong history curriculum as 'latent content'. To do so, it provides a qualitative content analysis of all textual data used in 'Chinese history' and 'history' textbooks in secondary schools in Hong Kong which discuss or portray political content, focusing particularly on the themes of identity shaping and assimilation. Before focusing on the Hong Kong situation, this paper first explores how history education is a political topic in general. Then Hong Kong's complicated political legacy is described in relation to one of the unique features of history education there: the concurrence of two subjects, 'history' and 'Chinese history'. Current debates about the reform of history education in Hong Kong and the limitations of current history education in Hong Kong are examined in the next part, using data from textbooks. Our analysis shows that 1) national identity is prioritized over local identity in the textbooks, and 2) the textbooks mainly reflect a Mainland-based majority perspective and justify assimilation in history, resulting in a lack of recognition of the many different minority groups of Mainland China, of which Hong Kong people may see themselves as part. Based on the analysis, we argue that history education in Hong Kong provides a narrow political education that can impede some crucial education goals in Hong Kong.
[Copyright of Educational Studies in Japan: International Yearbook is the property of Japanese Educational Research Association.]

Hong Kong's Liberal Studies curriculum (implemented in 2009) aims in part to teach young people about diversity in society, including cultural, ethnic, and religious diversity. This essay considers how religions and religious diversity are represented in Liberal Studies, analyzing how minority forms of religion are visible and invisible in the four most popular Liberal Studies textbook sets. The analysis will answer the questions of (1) how Hong Kong's religious diversity is expressed in the textbooks and (2) how different religions are depicted in relation to the society overall. Textbooks are the primary source material teachers use, particularly in new subjects, as reflections of prevalent attitudes, beliefs, and norms, and as formal sources of curriculum content. This essay therefore provides a glimpse of the latent knowledge about religious diversity in the educational publishing and decision-making community of Hong Kong, relating gaps in text coverage to the subject's aim of developing student understanding and appreciation of diversity.
[Copyright of Asian Anthropology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1683478X.2015.1025595]