One Hong Kong, two histories: 'History' and 'Chinese history' in the Hong Kong school curriculum

Flora Kan, Edward Vickers

Research output: Contribution to journalArticlepeer-review

26 Citations (Scopus)


Hong Kong's school history curriculum is unique worldwide in that it consists of two entirely separate subjects-'History' and 'Chinese History'-which differ not only in content, but also in terms of their pedagogy and their assumptions concerning the nature of history as a discipline. The distinct subject of 'Chinese History' was first created in the 1950s, largely in response to the colonial government's desire to limit the politicisation of local schools. However, there was subsequently little interference by the government in the development of curricula for the 'two histories'. The pattern of curriculum development for history in Hong Kong over the past few decades does not support conventional theories concerning the impact of colonialism on education. On the contrary, it suggests that the relationship of colonialism to curriculum development may in Hong Kong's case be better understood in terms of a mutually convenient collaboration between the government and local educational élites.

Original languageEnglish
Pages (from-to)73-89
Number of pages17
JournalComparative Education
Issue number1
Publication statusPublished - 2002
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education


Dive into the research topics of 'One Hong Kong, two histories: 'History' and 'Chinese history' in the Hong Kong school curriculum'. Together they form a unique fingerprint.

Cite this