This book considers, in the context of political education in China
and colonial Hong Kong, the effects of critical thinking on
university students' attitudes toward the nation. Its objective is
to understand how students' attitudes toward patriotism diverge
from those held by the majority.
The author uses a combination of documentary sources, interviews,
ethnographic fieldwork and observation at secondary schools to
address the central question of the effects of a depoliticized
civic education curriculum versus a system which promotes
patriotism through education. He then is able to examine the
relative successes of each system in legitimizing their respective
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