Hong Kong's Chinese history curriculum from 1945: politics and identity
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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Forces influencing curriculum change
Historical study in China
Historical epistemology in China
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Hong Kong's Chinese History Curriculum from 1945: Politics and Identity
Flora L.F. Kan
Limited preview - 2007
24 Dynastic Histories A-level academic adopted Anglo-Chinese schools changes China Chinese culture Chinese History curriculum Chinese History education Chinese History subject Chinese History syllabus Chinese History teacher Chinese History textbooks Chinese Language Chinese middle schools colonial government Confucian contemporary continuous whole CUHK cultural history curriculum development decolonisation depoliticised development of Chinese emperors emphasis end-date examination questions examination syllabus example government's guidelines H-level examination Han-centred viewpoint handover history of China History subject committee HKEA Hong Kong history Ibid imperial included independent status independent subject issues italics added junior level learning Manchus marking schemes memorisation Ming Minutes of meeting Mongols national identification orthodox historical perspective orthodox views period phase political Qian Qin Shihuang Qing dynasty question format revised role SAR government school curriculum social study of Chinese subject community teaching syllabus topics traditional Tung Chee Hwa Wang Mang Yuan dynasty Zhou dynasty