TY - JOUR
T1 - One Hong Kong, two histories
T2 - 'History' and 'Chinese history' in the Hong Kong school curriculum
AU - Kan, Flora
AU - Vickers, Edward
PY - 2002
Y1 - 2002
N2 - Hong Kong's school history curriculum is unique worldwide in that it consists of two entirely separate subjects-'History' and 'Chinese History'-which differ not only in content, but also in terms of their pedagogy and their assumptions concerning the nature of history as a discipline. The distinct subject of 'Chinese History' was first created in the 1950s, largely in response to the colonial government's desire to limit the politicisation of local schools. However, there was subsequently little interference by the government in the development of curricula for the 'two histories'. The pattern of curriculum development for history in Hong Kong over the past few decades does not support conventional theories concerning the impact of colonialism on education. On the contrary, it suggests that the relationship of colonialism to curriculum development may in Hong Kong's case be better understood in terms of a mutually convenient collaboration between the government and local educational élites.
AB - Hong Kong's school history curriculum is unique worldwide in that it consists of two entirely separate subjects-'History' and 'Chinese History'-which differ not only in content, but also in terms of their pedagogy and their assumptions concerning the nature of history as a discipline. The distinct subject of 'Chinese History' was first created in the 1950s, largely in response to the colonial government's desire to limit the politicisation of local schools. However, there was subsequently little interference by the government in the development of curricula for the 'two histories'. The pattern of curriculum development for history in Hong Kong over the past few decades does not support conventional theories concerning the impact of colonialism on education. On the contrary, it suggests that the relationship of colonialism to curriculum development may in Hong Kong's case be better understood in terms of a mutually convenient collaboration between the government and local educational élites.
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U2 - 10.1080/03050060120103865
DO - 10.1080/03050060120103865
M3 - Article
AN - SCOPUS:0036147143
VL - 38
SP - 73
EP - 89
JO - Comparative Education
JF - Comparative Education
SN - 0305-0068
IS - 1
ER -