This resource review evaluates four sources relevant to the study of education, national identity, and cultural norms in China and Hong Kong. The sources range from a peer-reviewed journal article analyzing the dual history curriculum in Hong Kong schools, to the national constitutions of China and the United States as comparative primary documents, to an informal travel website on Chinese social etiquette. For each source, the review identifies the source type, key purposes, research utility, limitations, and notable excerpts. Together, the sources provide a layered foundation for understanding how political ideology, national history, and cultural customs shape education and civic life in Chinese-speaking societies.
This resource review evaluates four sources relevant to the study of education, national identity, and cultural norms in China and Hong Kong. The sources include a peer-reviewed journal article, two national constitutions serving as comparative primary documents, and an informal travel website on Chinese social etiquette. Each entry identifies the source type, key purposes, research utility, limitations, and representative quotations.
Citation: Kan, F. and Vickers, E. (2002). "One Hong Kong, Two Histories: 'History' and 'Chinese History' in the Hong Kong School Curriculum." Comparative Education, Vol. 38, No. 1: 73–89.
Source Type: Scholarly secondary source — peer-reviewed journal article.
Description: A scholarly analysis of the origin, development, and current state of education in Hong Kong as it pertains to the teaching of Chinese and world history as two distinct subjects.
Key Purposes:
The article explains the difference between the way history is taught in Hong Kong and elsewhere, presents the history of that phenomenon, and distinguishes the Hong Kong educational approach from that of mainland China.
Research Utility: This source is useful because it provides an extremely comprehensive explanation of how the national political agenda has shaped education in Hong Kong. The most interesting aspect of the article is that Chinese history and world history are taught as completely separate subjects, and that Hong Kong rejected the more general Chinese approach to political indoctrination through public education.
Limitation: The only apparent limitation is that the thorough analysis pertains only to Hong Kong.
Key Quotations:
"There are two types of schools in Hong Kong, categorized as English medium and Chinese medium schools. English medium schools are often referred to as Anglo-Chinese schools in which all subjects are taught in English except Chinese Language & Literature and Chinese History. Chinese medium schools are commonly termed Chinese Middle schools where all subjects are taught in Chinese except English Language."
"In the past, Chinese studies in China tended to aim at producing arrogant and bigoted Chinese nationalists. This is not educationally sound and should be strongly discouraged in Hong Kong… Since the founding of the Republic, the Chinese politicians have striven hard to unite the nation by appealing to the people's patriotism, narrow nationalism, and racialism."
Citation: Constitution of the People's Republic of China. Accessed online 11 June 2012, from: http://www.npc.gov.cn/englishnpc/Constitution/node_2825.htm
Source Type: Primary source — national constitution of China.
Description: The national constitution of the People's Republic of China, organized into 32 separate articles outlining the founding principles, government structure, and the rights of the individual in China.
Key Purposes:
The document acknowledges the previous accomplishments of the Chinese people, defines the basic obligations and authority of the State, and outlines the legal obligations and rights of citizens of the State.
Research Utility: This source is useful because it provides the original formal basis of the fundamental rules, as well as the rights and authorities of state entities and citizens of the People's Republic of China. The most interesting element of this source is that, unlike many other national constitutions, the Constitution of the People's Republic of China provides a comprehensive outline of the State's version of the nation's history. Apart from its historical accuracy, this narrative gives insight into the image and ideals that Chinese authorities wish to project in the eyes of the rest of the world.
Limitation: The major limitation of this source is that the historical information provided is extremely subjective and the content and tone of the entire document is reflective of a nation whose authorities have a documented history of relying on propaganda.
Key Quotations:
"Great and earthshaking historical changes have taken place in China in the 20th century."
"The Revolution of 1911, led by Dr. Sun Yat-sen, abolished the feudal monarchy and gave birth to the Republic of China. But the historic mission of the Chinese people to overthrow imperialism and feudalism remained unaccomplished."
"The exploiting classes as such have been abolished in our country. However, class struggle will continue to exist within certain bounds for a long time to come. The Chinese people must fight against those forces and elements, both at home and abroad, that are hostile to China's socialist system and try to undermine it."
Citation: The United States Constitution. Accessed online 11 June 2012, from:
Source Type: Primary source — national constitution.
"U.S. Constitution compared as a primary source"
"Informal guide to Chinese cultural customs"
"Collective value and limitations of all sources"
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