Hong Kong's Chinese History Curriculum from 1945

Hong Kong's Chinese History Curriculum from 1945: Politics and Identity

Flora L. F. Kan
Copyright Date: 2007
Pages: 190
https://www.jstor.org/stable/j.ctt1xwbnx
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  • Book Info
    Hong Kong's Chinese History Curriculum from 1945
    Book Description:

    Hong Kong's Chinese History Curriculum from 1945: Politics and Identity investigates the ways in which Chinese history has evolved as a subject in Hong Kong secondary schools since 1945, and the various social, political and economic factors that have shaped the curriculum, through an examination of a wide range of primary and secondary source materials and interviews. This book examines how the aims, content, teaching, learning and assessment of the Chinese history curriculum have evolved since 1945. It describes how Chinese history became an independent subject in secondary schools in Hong Kong despite the political sensitivity of the subject, how it consolidated its status during the colonial period, and how it has faced threats to its independence since the return of Hong Kong to China in 1997. An important element of the book is its in-depth analysis of the major socio-political and socio-economic forces that have been involved in the development of Chinese history. This book will be of interest to all who are interested in history education and curriculum development, and readers who are concerned with history education.

    eISBN: 978-988-8052-31-8
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. Acknowledgements
    (pp. vii-viii)
  4. Abbreviations
    (pp. ix-x)
  5. 1 Introduction
    (pp. 1-24)

    These excerpts illustrate the views of the Hong Kong government on the role of Chinese History in the school curriculum during two distinct periods. The first quotation comes from the colonial era and shows the government-sponsored committee’s ambivalent attitude: on the one hand, it agreed that Chinese History was a source of cultural revival and self-respect but, on the other, it cautioned against possible xenophobia and unrest. The second quotation is from shortly after the handover of sovereignty to China and reveals the government’s aim of using history to foster students’ national identity and sense of belonging to China. In...

  6. 2 Politics, Society and Education in Hong Kong: A Brief Historical Overview
    (pp. 25-52)

    Since, as seen in Chapter 1, the development of the Chinese History curriculum has been so greatly influenced by social and political factors, the following brief historical review of politics, society and education in Hong Kong may be helpful as a context for understanding the later discussion of the development of the Chinese History curriculum in the last 60 years.

    When the British first came to Hong Kong, it was with the intention of setting up a post for trade with China. At that time, there were very few indigenous people in Hong Kong, the majority arriving only after it...

  7. 3 The Emergence of Chinese History as an Independent Subject (1945–74)
    (pp. 53-78)

    Chapter 2 gave an overview of politics and society in Hong Kong from 1945–2005, and of how political and socio-economic forces affected education in general, and Chinese History in particular. This chapter analyses the development of Chinese History in depth from 1945 until 1974, when Chinese middle schools and Anglo-Chinese schools finally adopted the same Chinese History syllabus. It was during this period that Chinese History emerged, and consolidated its status, as an independent subject. The analysis is concerned specifically with: the curriculum development process for Chinese History; the aims and content of the curriculum, which were formulated during...

  8. 4 Consolidation of Chinese History as an Independent Subject (1974–97)
    (pp. 79-112)

    Chapter 3 examined the development of Chinese History from 1945–74 during which the vision of Chinese History took shape. The principal aim of this chapter is to explore the ways in which the subject community inherited the nature and role of Chinese History from the first phase and secured them in the school curriculum between 1974 and 1997. This analysis can help to explain how a strong subject culture was established that helped to shield the subject from the broader curriculum reform that took place in the 1990s.

    In contrast to the previous phase, there is no evidence that...

  9. 5 A Period of Crisis and Opportunity for Chinese History as an Independent Subject (1997–2005)
    (pp. 113-138)

    During the second phase (1974–97), Chinese History was able to establish a strong subject culture and consolidate its independent status in the school curriculum. In this phase, the development of Chinese History after the handover of sovereignty to China is examined. This analysis can enhance our understanding of the politics of Chinese History, particularly the ways in which the subject community strived to protect the status and ‘tradition’ of Chinese History in the face of broader curriculum reform during this period.

    When the CDI was established in 1993, Chinese History finally became an independent subject in the Humanities section,...

  10. 6 Conclusion
    (pp. 139-154)

    During the first phase (1945–74), after the establishment of the PRC, the colonial government was worried about the political struggle between the KMT and CCP extending to Hong Kong, and of particular concern was the possible influence of communism in Hong Kong in general, and in the field of education in particular. In order to counter this, the government exercised tight control of education, particularly in the 1950s and 1960s. However, its concerns regarding Chinese History were alleviated by the collaborative efforts of a group of conservative Chinese scholars who had taken refuge in Hong Kong after the communist...

  11. Notes
    (pp. 155-164)
  12. Bibliography
    (pp. 165-178)
  13. Index
    (pp. 179-182)