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Hong Kong Civic Education Policy From 1984 to 2014: An Historical Comparative Analysis
Hung Chung Fun Steven
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DOI:10.17265/2328-2134/2014.10.003
This paper aims to the analysis of civic education policy of the two governments of Hong Kong, the British Colony before 1997 and the Chinese Special Administrative Region after 1997. Hong Kong people own questionable identities, neither British citizens nor Chinese subjects. Basically, the decolonization showed that the policy of domestication was implemented during the transition period of Hong Kong where the government patronized and empowered the Hong Kong people through enhancing human rights and developing political democratization. After handing over of sovereignty, the education policy made the contents of civic education more patriotic, cultural hegemonic and national ideological. The intentions were quite obviously presented in policy documents and responded in the historical contexts. The historical comparison intends to get the expandable interpretation of the scenario of education policy in this period of Hong Kong.
de-colonization, civic education, historical comparison