Research on Literature Teaching in Hong Kong Primary Schools

Author: Zhang Yongde / Country: Mainland China
Publisher:
Publish Date: 2006-06-01
Features: The beginning of colonial rule was based on military force, but the continuation and maintenance of colonial rule often stemmed from the invasion of ideas and culture. This phenomenon even persisted in the "post-colonial" era after colonial administration ended. Scholars have long pointed out that although colonial rulers may withdraw from a particular place, colonial ideology and culture continue to influence it, even appearing in the form of cultural hegemony. Hong Kong is a typical example. Although Hong Kong returned to the motherland in 1997 and broke free from British rule, colonial culture still has a significant influence in the "post-colonial" era, particularly evident in culture and education. This is, of course, directly related to the values and cultural perspectives constructed by the colonizers over a long period. As Ye Weilian noted, the essence of colonial education is unable to promote the spirit of enlightenment. Because "enlightenment" implies that education should enable learners to realize their inherent rights as natural individuals and their identity with their original cultural nation. In the case of Hong Kong, if the colonized had a certain awareness of Chinese culture and thought and recognized the importance of national self-esteem, it would clearly be disadvantageous to the rulers. Therefore, the colonial governance strategy of the British government naturally focused on suppressing the national consciousness of Hong Kong people. This governance orientation is very evident in issues related to education and has been fully reflected in Hong Kong's language policies and language curricula over the years. Hong Kong's language policy transition from the colonial era to the post-colonial era cannot be simply divided by the change of the national flag. Hong Kong's experience as a colony is very unique, with characteristics different from other colonies.
① Although Hong Kong was a British colony, it has always had a close and subtle relationship with the original motherland, China's mainland. Geographically, Hong Kong is connected to the mainland, and many of its population migrated from the mainland. Economically and in daily life, Hong Kong relies on the mainland for daily necessities, food, and even water. This situation did not change much around 1997. However, while dependent on the motherland for daily life, Hong Kong was ideologically distant from it. After the handover, under the "one country, two systems" policy, Hong Kong enjoys a high degree of autonomy, giving it great independence in cultural choices and allowing it to enter the post-colonial era with significant autonomy in cultural selection. This autonomy, which made the Hong Kong people accustomed to colonial governance and ideology, meant that they did not, like other colonized places, immediately use nationalist ideas to counter colonial culture. Moreover, the younger generation, accustomed to Western lifestyles, did not feel the need to do so. A survey targeting the youth before the handover found that most young people felt indifferent or had no sense of Hong Kong's return to the motherland (37%), while 24% expressed helplessness and concern, and only 19% expressed anticipation.
② On the other hand, from a cultural perspective, Hong Kong shares some similarities with other post-colonial independent countries, meaning that colonial culture still significantly influences Hong Kong society. Since education and culture are very closely related, examining the changes in Hong Kong's language education from the colonial era to the post-colonial era is a work of practical significance and foresight. P10-11