This article provides a study of Schoololarship on religions and education, published over the past forty years, in History of Education. It also includes reference to other publications, attempting a thematic analysis that scrutinises work on missionaries, churchmen, convents, charitable societies, denominations and education. Methodologies and sources are also examined, and areas for further research are identified.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0046760X.2011.640355]

Hong Kong's school history curriculum is unique worldwide in that it consists of two entirely separate subjects--'History' and 'Chinese History'--which differ not only in content, but also in terms of their pedagogy and their assumptions concerning the nature of history as a discipline. The distinct subject of 'Chinese History' was first created in the 1950s, largely in response to the colonial government's desire to limit the politicisation of local schools. However, there was subsequently little interference by the government in the development of curricula for the 'two histories'. The pattern of curriculum development for history in Hong Kong over the past few decades does not support conventional theories concerning the impact of colonialism on education. On the contrary, it suggests that the relationship of colonialism to curriculum development may in Hong Kong's case be better understood in terms of a mutually convenient collaboration between the government and local educational elites.
[Copyright of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03050060120103865]