With the return of its sovereignty to the People's Republic of China (PRC) on 1 July 1997, Hong Kong attained a new political status as a Special Administrative Region. Hong Kong students, under British rule, had long been received de-politicised education, and a sense of belonging to China was limited to the cognitive domain of Chinese history. The ideal of promoting national identity, underpinned in the current civic education curriculum, is proving to be a difficult task. While much literature has documented how curriculum-based educational practices fail to instil students with such an identity, little study has been undertaken to suggest effective alternatives and to examine how they work. This paper reports a study investigating the impact of study trips on developing students' national identity. Through observation and interviews, it takes an in-depth look into students' experience, into how they identify with a Chinese identity. Results indicate that though the study trips help to nurture the cognitive and affective dimensions of national identity, there are limits and possibilities involved. This paper concludes with reminders which teachers should have taken into account when thinking of using co-curricular activities to address the legitimate need of fostering nationalistic education. Copyright © 2004 Nanyang Technological University & National Institute of Education.
CitationHui, S. K.-F., Cheung, F. K.-K., & Wong, Y. Y.-N. (2004). Nationalistic education in a post-colonial age: The impact of study trips to China and the development of Hong Kong students' national identity. Asia Pacific Journal of Education, 24(2), 205-224.
- Theory and Practice of Teaching and Learning