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Direct linkKan, Flora L. F. – Journal of Curriculum Studies, 2010
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…
Descriptors: Asian Culture, Social Control, Foreign Countries, Foreign Policy
Kuah-Pearce, Khun Eng; Fong, Yiu-Chak – Asia Pacific Journal of Education, 2010
This paper explores the construction of local and national identities among secondary school students in post-colonial Hong Kong. As a Chinese society that has undergone a prolonged period of British colonial rule, the reunification of capitalist Hong Kong with the motherland under socialism in 1997 has set the context for a negotiation of…
Descriptors: Nationalism, Educational Change, Foreign Countries, Foreign Policy
Fairbrother, Gregory P. – Comparative Education Review, 2008
The focus of this article is on Hong Kong and mainland Chinese university student reactions, in two time periods, to national themes in education as part of state attempts to establish and maintain legitimacy. The author argues that among these reactions is one of resistance to the process of state hegemony. To make this point, the article builds…
Descriptors: Political Socialization, Citizenship, Females, Citizenship Education
Peer reviewedMorris, Paul; And Others – Comparative Education Review, 1997
Traces the emergence and tenuous survival of social studies as a school subject in Hong Kong, 1971-present. Begun by the colonial government for political socialization purposes, social studies was reoriented to prepare students for their future as Chinese citizens. However, adoption of social studies and how it is taught has varied widely in Hong…
Descriptors: Curriculum Development, Educational Policy, Educational Practices, Educational Trends
Peer reviewedBray, Mark – Comparative Education, 1997
Identifies major differences and similarities between educational change during Hong Kong's political transition and during postcolonial transitions elsewhere. Notes that parallel operation of multiple education systems in one country is quite common, and that Hong Kong educational reforms began well ahead of political transition. Examines…
Descriptors: Colonialism, Comparative Analysis, Comparative Education, Educational Change
Peer reviewedMorris, Paul; Chan, K. K. – Comparative Education, 1997
Three case studies of changes in civics education, social studies, and liberal studies (emphasizing critical thinking about controversial issues) demonstrate that Hong Kong's political transition to Chinese sovereignty has significantly affected the intended curriculum but not the implemented curriculum, which has been strongly influenced by…
Descriptors: Civics, Consciousness Raising, Curriculum Development, Educational Change
