Dynamics of Chinese nationalistic education in Hong Kong from 1945 to 2012

Tracy Chui-Shan LAU*, Thomas Kwan choi Tse, Yan Wing Leung

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

7 Citations (Scopus)


‘Chinese’ is an ambiguous term, depending on whether it is taken to describe a political, linguistic, or cultural entity. While the term has often been considered to represent a politically and culturally homogeneous national identity in recent decades, this article aims to challenge this notion by examining the characteristics and practices of nationalistic education in Hong Kong since 1945. It explores how national identity has been interpreted by different Chinese states over time through different educational policies and practices. Focusing on the evolution of nationalistic education in three phases, this article presents a detailed account and analyses different nationalist narratives over six decades. It describes how different political forces define themselves and come to terms with what are often dual or competing national identities. Historical examples illustrate the challenges in policies and practices of nationalistic education.

Original languageEnglish
Pages (from-to)677-691
Number of pages15
JournalOxford Review of Education
Issue number6
Publication statusPublished - 1 Nov 2016

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Chinese national identity
  • history of education
  • Hong Kong
  • Nationalistic education
  • state formation and education


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