香港教師會創辦於1934年，是早期香港重要的教師組織。該會在1950年前後有The Common Room-Monthly Magazine of the Hong Kong Teachers’ Association (《香港教師會月刊》)，和The Path of Learning–The Journal of the Hong Kong Teachers’ Association (《教與學》) 的出版，除了作為該會的通訊刊物以外，也刊載學者與教師的學術文章。這個時期，從國內南遷香港的學人甚多，他們很多都從事教育工作，在香港教師會出版的刊物內，可以找到一些他們的著作。這些學人包括馬鑑、林仰山、羅香林、劉選民、何恩格、柳存仁等。本文選取這些學者討論有關中國文化、教育和歷史的文章，作初步的探討。這些論著，在當時最主要的教師組織的會刊發表，對香港的國史與文化教育，是肯定有影響的。

This paper compares public-private partnerships (PPPs) in education in post-war Singapore and Hong Kong. After the Second World War the Singapore government shied away from PPPs, while the state in Hong Kong collaborated extensively with the non-state sector in education. Singapore was a small city-state flanked by two Muslim nations, and its post-war regime faced challenges from the Malayan Communist Party. These pressures curbed the state's involvement with missionary and Chinese bodies in education. Hong Kong, however, was a mono-racial society without any anti-Chinese neighbours, and its authorities were seldom challenged by a militant antagonist. Thus, its government was freer to involve non-state agents in education. This study reveals that PPPs are viable only when suitable non-state partners exist and when the state does not believe that such undertakings would expose the school system to an antagonist. It also urges scholars in future to explore the socio-political preconditions for PPPs.
[Copyright of History of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0046760X.2014.979256]

Generally speaking, after the Chinese Communist Party had gained political power, the colonial Hong Kong Government intended to resist the spread and influence of communism and to that end implemented Civic Education in Hong Kong. The present study disagrees with this simple description and analysis. The postwar Hong Kong was confronted with the complex Chinese civil war situation while the British maintained their colonial governance. Faced with the rising power of the Communist Party, the victory of the war and the outbreak of the Korean War, the entire geo-political transformation process influenced the administration and strategy of the Hong Kong Government. The question was that did Hong Kong conduct the Nationalist education as civic education before 1949 and under the cultural and educational influence of the Communist across the border? Hong Kong had to implement the embargo policy of the United Nations and the Cold War’s strategy between the capitalist world and the communist blocs. It was not necessary for Civic Education wholly revealing a responding problem but it can partly explain the real situation.
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