Who are we? : official understandings of Chinese identity in Mainland China and Hong Kong

Abstract

In Chinese societies, Chinese identity is an important yet controversial topic. Identity contains multiple aspects, and different stakeholders have diverse and dynamic views about it. This research examined official understandings of Chinese identity in Mainland China and Hong Kong: how the latest governments of Mainland China and Hong Kong conceptualize Chinese identity; how government-endorsed textbooks understand it in the relevant subjects; and how a multicultural approach can enhance understanding of it in the two societies. This research used content analysis to support theoretical arguments. Content analysis was applied to examine relevant content in government documents and textbooks. This research found that the governments in Mainland China and Hong Kong adopt a nationalistic and narrow-minded approach to understanding Chinese identity, endorsing textbooks that reflect this approach. This approach contains three components, which are elaborated here as “ethnic essentialism”, “cultural assimilation”, and “nationalistic history”. This research found some differences regarding the focal points and degrees of emphasis between the two societies. The government and textbooks in Mainland China aim to develop a substantive notion of the Chinese nation with shared ethnicity, culture, and history, which includes ethnic Chinese people all over the world. However, their counterparts in Hong Kong put more emphasis on the ethnic, cultural, and historical ties between Mainland China and Hong Kong. The current approach to Chinese identity in Mainland China and Hong Kong has limitations, however: overlooking controversies and diverse perspectives, neglecting other aspects of Chinese identity, and excluding relevant stakeholders (e.g., non-ethnic Chinese people) from the co-development process. To overcome these limitations, this research argues for a multicultural approach to Chinese identity as an alternative. This approach accords with the affirmation of multiculturalism indicated in government documents and textbooks. Specifically, the multicultural approach consists of three major components: recognizing diverse aspects of Chinese identity, adding in more minority views, and encouraging co-construction of Chinese identity through dialogue. Some recommendations are discussed here to help apply the approach to education. This research contributes to elaborating more comprehensive and context-sensitive approaches to identity in Chinese societies through more fully recognizing Chinese perspectives. It also provides an updated picture regarding official understanding of Chinese identity in Mainland China and Hong Kong today. Hence, it has implications for the development of more inclusive and multicultural visions of Chinese identity in these two societies.