Hegemony and the politics of education in Hong Kong: from the post-war era to the post-handover era

Tracy Chui-Shan LAU*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

4 Citations (Scopus)


The process of Chinese nation-building in education reveals the hegemonic strategies of the colonial power and the adaptation of indigenous forces when Hong Kong was undergoing decolonisation and the transfer of sovereignty. The return of Hong Kong to Chinese sovereignty has been a crucial indicator for the potential re-unification of China, as it presents a model for the possible future reintegration of Taiwan. The idea of hegemony applies to different dominant groups in the two periods under review. In the first period, London attempted to influence the development of groups in Hong Kong and incorporate them into the colonial programme. In the second period, Beijing attempts to influence groups in Hong Kong facilitate the reintegration of Hong Kong into a larger Chinese identity. Yet, it is far too simple to picture a unilateral exercise of power by an identifiable centre and consider the periphery as mere objects of successful manipulation by the centre. Continued study of the evolution of nation-building in education, under the influence of a series of complex and shifting factors of the Hong Kong society, will be enlightening for the comprehension of the ever-changing and increasingly complicated political culture.

Original languageEnglish
Pages (from-to)241-255
Number of pages15
JournalJournal of educational administration and history
Issue number4
Publication statusPublished - 2 Oct 2018

Scopus Subject Areas

  • Education
  • Sociology and Political Science

User-Defined Keywords

  • Chinese State and education
  • colonial power
  • hegemony and education
  • History of education
  • Hong Kong studies


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