Since the return of sovereignty to China in 1997, national identification with China has been a priority in Hong Kong SAR government’s educational policy agenda. There are increasingly more national education activities which aim at cultivating a Chinese national identity. Academic literature about national identity has pointed to identities change in relation to evolving events and circumstances. Based on perception studies in education, this study employs case studies of how primary school teachers perceive their national identity since 1997, and how they teach national education. Qualitative research methods of in-depth interviews on target samples of Hong Kong’s primary school civic education coordinators and examination of relevant National Education school documents in their respective schools are employed. The findings reveal that under the proclamation of a Chinese national identity, there are differences in emphases on their national identity and they have diversified teaching strategies on National Education. These findings have implications for understanding the meanings of national identity and teaching of National Education in Hong Kong in this global era. Copyright © 2010 Common Ground Research Networks.
|The International Journal of Learning
|Published - 2010
CitationChong, K. M. (2010). The perceptions of Hong Kong primary school teachers on national identity and national education. The International Journal of Learning, 17(8), 427-442.
- National identity
- National education
- Case study