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OpinionComment

Chinese history can open the eyes of Hong Kong students, just don’t try to doctor it

Kerry Kennedy says if done right, the teaching of national history can help students grow into discerning individuals able to make their own judgments about their nation and national identity

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Kerry Kennedy says if done right, the teaching of national history can help students grow into discerning individuals able to make their own judgments about their nation and national identity
Kerry Kennedy
“Doctoring” history is a tactic of authoritarian regimes, which are anxious to develop a national story that suits their own aspirations. Such an approach should have no role in Hong Kong. Illustration: Craig Stephens
“Doctoring” history is a tactic of authoritarian regimes, which are anxious to develop a national story that suits their own aspirations. Such an approach should have no role in Hong Kong. Illustration: Craig Stephens
There’s a new refrain in the air: “If only young people knew more about Chinese history we would not have such rambunctious youth in Hong Kong”. One of the chief executive hopefuls has promised to make it a core subject for all students.
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In reality, it is not such a new ­refrain. The melody has been playing since July 1, 1997, accompanied by both calls and action to build a strong national identity for China’s new citizens. The current refrain has led to cries of “brainwashing” from the opposing camp that only ever seem to be in reaction mode to any initiative associated with pro-China groups.

One in three Hong Kong Form Five students faces ‘national identity crisis’: survey

Both sides obscure what should be a serious debate about what young people in Hong Kong should know and be able to do as a result of their school learning experiences.

The problem, when it comes to teaching Chinese history, is what history and whose history will be taught

It is not unusual, for example, for national history to be part of the learning experiences of young ­people as they prepare to be citizens. It is the case in the United States, Australia and the UK.

The teaching of national history is not inimical to democracy. If done well, it can be a strong support for democratic development and engagement. Yet there are always debates about the teaching of national history.

The current Conservative government in Britain wanted to see British history given more emphasis, even in primary school, causing a considerable community backlash. In Australia, when John Howard became prime minister, he wanted to do away with what he called “the black armband” view of history. He preferred instead to celebrate the progress of British civilisation rather than remember the carnage it wrought on indigenous people and the environment.
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In the US, there are supporters of “black history”, “women’s history” and “Latina/Latino history” as part of the national story. Thus, the teaching of history is always contested.

National education fears reflect Hong Kong’s lack of faith

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