This is a narrative inquiry of the personal and professional experience of three teachers of civic education in post 1997 Hong Kong. This study aims to explore their perceptions of promoting identity education in schools in the context of Hong Kong’s reunion with mainland China and how their perceptions have been shaped by their own personal experience of the issue of identity. It is found from the study that while the teachers themselves are still puzzled by their own Chinese identity, their attitudes towards helping students to identify with the People’s Republic of China (PRC) look ambiguous, reserved and even resistant in respect to identifying with the Beijing regime. This study has helped illuminate the current situation of identity education in Hong Kong.
|Publication status||Published - Apr 2006|
CitationChan, F. N. K. (2006, April). Identity education in Hong Kong: Narratives of school teachers. Paper presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.
- Teacher Education
- Teacher Education and Professional Development