Hong Kong's Chinese history curriculum from 1945: politics and identity

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Hong Kong University Press, May 1, 2007 - Education - 182 pages
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Hong Kong's Chinese History Curriculum from 1945: Politics and Identity investigates the ways in which "Chinese history" has evolved as a subject in Hong Kong secondary schools since 1945, and the various social, political and economic factors that have shaped the curriculum, through an examination of a wide range of primary and secondary source materials and interviews. 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 as an independent subject during the colonial period, and how it has faced threats to its independence since the return of Hong Kong to China. An important element of the book is its in-depth analysis of the major socio-political and socio-economic forces that have been involved in the development of Chinese history. This book will be of interest to scholars (particularly those who are interested in history education and curriculum development), history teachers, curriculum developers, policymakers, undergraduate and postgraduate students and all who are concerned with history education generally and with the history of education in Hong Kong specifically.

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Contents

Forces influencing curriculum change
4
Historical study in China
13
Historical epistemology in China
19
Copyright

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About the author (2007)

Flora L. F. Kan is an assistant professor in the Faculty of Education, the University of Hong Kong. She teaches and publishes in history education, curriculum studies and education policy. Her current research focuses on citizenship through secondary history.

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