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Article: Politics in History Education in Hong Kong: Towards Critical Political Education

TitlePolitics in History Education in Hong Kong: Towards Critical Political Education
Authors
Issue Date2019
PublisherJapanese Educational Research Association. The Journal's web site is located at https://www.jstage.jst.go.jp/browse/esjkyoiku/-char/en
Citation
Educational Studies in Japan, 2019, v. 13, p. 39-54 How to Cite?
AbstractThe relationship between history education and political education in Asian societies is an underexplored topic. Politics have deeply shaped the development of history education in Hong Kong, as in many other societies around the world. Hong Kong history education reforms have been criticized for providing a new form of national political education. This study examines how politic education can be found in the Hong Kong history curriculum as ‘latent content’. To do so, it provides a qualitative content analysis of all textual data used in ‘Chinese history’ and ‘history’ textbooks in secondary schools in Hong Kong which discuss or portray political content, focusing particularly on the themes of identity shaping and assimilation. Before focusing on the Hong Kong situation, this paper first explores how history education is a political topic in general. Then Hong Kong's complicated political legacy is described in relation to one of the unique features of history education there: the concurrence of two subjects, ‘history’ and ‘Chinese history’. Current debates about the reform of history education in Hong Kong and the limitations of current history education in Hong Kong are examined in the next part, using data from textbooks. Our analysis shows that 1) national identity is prioritized over local identity in the textbooks, and 2) the textbooks mainly reflect a Mainland-based majority perspective and justify assimilation in history, resulting in a lack of recognition of the many different minority groups of Mainland China, of which Hong Kong people may see themselves as part. Based on the analysis, we argue that history education in Hong Kong provides a narrow political education that can impede some crucial education goals in Hong Kong.
Persistent Identifierhttp://hdl.handle.net/10722/275828
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLin, C-
dc.contributor.authorJackson, EJ-
dc.date.accessioned2019-09-10T02:50:29Z-
dc.date.available2019-09-10T02:50:29Z-
dc.date.issued2019-
dc.identifier.citationEducational Studies in Japan, 2019, v. 13, p. 39-54-
dc.identifier.issn1881-4832-
dc.identifier.urihttp://hdl.handle.net/10722/275828-
dc.description.abstractThe relationship between history education and political education in Asian societies is an underexplored topic. Politics have deeply shaped the development of history education in Hong Kong, as in many other societies around the world. Hong Kong history education reforms have been criticized for providing a new form of national political education. This study examines how politic education can be found in the Hong Kong history curriculum as ‘latent content’. To do so, it provides a qualitative content analysis of all textual data used in ‘Chinese history’ and ‘history’ textbooks in secondary schools in Hong Kong which discuss or portray political content, focusing particularly on the themes of identity shaping and assimilation. Before focusing on the Hong Kong situation, this paper first explores how history education is a political topic in general. Then Hong Kong's complicated political legacy is described in relation to one of the unique features of history education there: the concurrence of two subjects, ‘history’ and ‘Chinese history’. Current debates about the reform of history education in Hong Kong and the limitations of current history education in Hong Kong are examined in the next part, using data from textbooks. Our analysis shows that 1) national identity is prioritized over local identity in the textbooks, and 2) the textbooks mainly reflect a Mainland-based majority perspective and justify assimilation in history, resulting in a lack of recognition of the many different minority groups of Mainland China, of which Hong Kong people may see themselves as part. Based on the analysis, we argue that history education in Hong Kong provides a narrow political education that can impede some crucial education goals in Hong Kong.-
dc.languageeng-
dc.publisherJapanese Educational Research Association. The Journal's web site is located at https://www.jstage.jst.go.jp/browse/esjkyoiku/-char/en-
dc.relation.ispartofEducational Studies in Japan-
dc.titlePolitics in History Education in Hong Kong: Towards Critical Political Education-
dc.typeArticle-
dc.identifier.emailJackson, EJ: lizjackson@hku.hk-
dc.identifier.authorityJackson, EJ=rp01633-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.7571/esjkyoiku.13.39-
dc.identifier.hkuros304087-
dc.identifier.volume13-
dc.identifier.spage39-
dc.identifier.epage54-
dc.publisher.placeJapan-
dc.identifier.issnl1881-4832-

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