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Hong Kong's Chinese History Curriculum from 1945

Politics and Identity

Flora L.F. Kan

Publication Year: 2007

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.

Published by: Hong Kong University Press, HKU

Contents

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pp. v-vi

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Acknowledgements

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pp. vii-

This book would not have been possible without assistance and support from many people. They cannot all be named here, but the following require specific recognition. I am extremely grateful to Professor Paul Morris and Dr Pong Wing Yan for their inspiration, advice and encouragement throughout the course of this work. They have provided me with an invaluable learning experience. I would like to thank also Professor Anthony Sweeting who offered very constructive...

Abbreviations

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pp. ix-

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1. Introduction

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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...

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2. Politics, Society and Education in Hong Kong: A Brief Historical Overview

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pp. 25-51

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....

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3. The Emergence of Chinese History as an Independent Subject (1945–74)

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pp. 53-77

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...

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4. Consolidation of Chinese History as an Independent Subject (1974–97)

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pp. 79-111

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...

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

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pp. 113-137

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...

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6. Conclusion

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pp. 139-153

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...

Notes

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pp. 155-163

Bibliography

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pp. 165-178

Index

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pp. 179-182


E-ISBN-13: 9789888052318
Print-ISBN-13: 9789622098367

Page Count: 190
Publication Year: 2007