HKIER

Abstract

By restoring the memories of collective struggles over the colonial government education and by analyzing the curriculum of the patriotic schools, I aim to demonstrate the power of school itself in reconstructing an alternative curriculum in an apolitical and de-nationalistic Hong Kong. The education system is constantly struggling over the meaning of its goals, its contents, its operations and its assessments. As Lau Siu-kai suggested in the 1980s, Hong Kong appeared as a minimally-integrated social-political system, where utilitarianistic familism and apolitical attitude were prevailed. Through this cross-disciplinary research, we have witnessed the formation and consolidation of an anti-hegemonic nationalistic curriculum appeared in local patriotic schools during the period of 1946–1984.

Keywords: alternative nationalistic curriculum; counter-hegemony; power of school

摘要

本文嘗試透過愛國學校的歷史了解教育與權力兩者的關係。從了解愛國學校在殖民時期的校本課程，證明學校並非完全依附於強霸及統治階級；而教育也不一定是完全被動的工具。教育的目的、內容、操作和評估其實一直都不斷轉變，被挑戰和重整。劉兆佳在1980年代曾形容香港為一個充斥著「功利家庭主義」及「漠視政治」的「低度整合的社會」，當時的愛國學校卻推行著一種反建制的愛國教育。本文嘗試透過這群本土愛國人士的教育實踐（1946–1984），了解學校在霸權文化及精英主義下的自主力。