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  • The China Quarterly, Volume 160
  • December 1999, pp. 977-991

Nation-Building and Curriculum Reform in Hong Kong and Taiwan


Recent changes in the relationships of Hong Kong and Taiwan to mainland China have presented education policy-makers in both territories with problems of reforming school curricula in areas of teaching that are important for the formation of national identity. While both territories are subject to claims that they are part of China, both have also been separated from the Chinese mainland for long periods, and in recent years their relationships with it have been undergoing fundamental changes. Hong Kong's relationship with China has become closer due to economic integration with the hinterland and the 1997 transfer of sovereignty. Taiwan's identification as a part of China, on the other hand, has become increasingly uncertain as the process of liberalization and democratization that began in 1986 has allowed sovereignty to be practised by the residents of the island and a sense of “Taiwan consciousness” (Taiwan yishi) to develop.

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Bernard Hung-kay Luk , “Chinese culture in the Hong Kong curriculum: heritage and colonialism,” Comparative Education Review, Vol. 35, (111991), pp. 650668.

Jeffrey E. Meyer , “Teaching morality in Taiwan schools: the message of textbooks,” The China Quarterly, No. 114 (061988), pp. 267284

Christopher Hughes . Taiwan and Chinese Nationalism: National Identity and Status in International Society (New York & London: Routledge, 1997)

William Bloom , Personal Identity, National Identity and International Relations. (Cambridge: Cambridge University Press, 1990), pp. 2553.

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