This paper aims to the analysis of civic education policy of the two governments of Hong Kong, the British Colony before 1997 and the Chinese Special Administrative Region after 1997. Hong Kong people own questionable identities, neither British citizens nor Chinese subjects. Basically, the decolonization showed that the policy of domestication was implemented during the transition period of Hong Kong where the government patronized and empowered the Hong Kong people through enhancing human rights and developing political democratization. After handing over of sovereignty, the education policy made the contents of civic education more patriotic, cultural hegemonic and national ideological. The intentions were quite obviously presented in policy documents and responded in the historical contexts. The historical comparison intends to get the expandable interpretation of the scenario of education policy in this period of Hong Kong.
[Coryright © 2014 David Publishing Company.]

Hong Kong people never gained autonomy and they were the ruled. What the government intended to educate people always showed the way and the trend of the officials wanted to govern their citizens or subjects. Govern mentality of education policy indicated the intentional reasons of making required citizens through schooling. Basically, the de-colonization showed that the policy of domestication was implemented during the Hong Kong transition period where the government patronized and empowered the Hong Kong people gradually through human rights adopted and political democratization from 1984 to 1997. The intentions were quite obvious presented in policy documents and responded to the historical contexts.
[Copyright © 2014 Center for Promoting Ideas, USA.]