Book contents
- Frontmatter
- Contents
- List of Figures and Tables
- Preface
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 2 Rising China and Governing Aspirations for Cultural Politics, Music, and Education
- 3 The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
- 4 Music Education in Taiwan: Imagining the Local, the National, and the Global
- 5 Music Teachers’ Perspectives on Cultural and National Values in School Music Education in Greater China
- 6 Discussion: Rethinking the Transmission of Values and Music Cultures between Nationalism and Globalization in Music Education in Greater China
- 7 Recapitulation and Conclusion
- Appendix: Teacher Questionnaire
- Index
3 - The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
Published online by Cambridge University Press: 13 April 2021
- Frontmatter
- Contents
- List of Figures and Tables
- Preface
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 2 Rising China and Governing Aspirations for Cultural Politics, Music, and Education
- 3 The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
- 4 Music Education in Taiwan: Imagining the Local, the National, and the Global
- 5 Music Teachers’ Perspectives on Cultural and National Values in School Music Education in Greater China
- 6 Discussion: Rethinking the Transmission of Values and Music Cultures between Nationalism and Globalization in Music Education in Greater China
- 7 Recapitulation and Conclusion
- Appendix: Teacher Questionnaire
- Index
Summary
Abstract
Over the past few decades, Hong Kong has developed unique local and national identities without compromising its identity, which has coincided with British colonization and the handover of Hong Kong to Mainland China in 1997. With political pressure from Mainland China, the Hong Kong government has emphasized the importance of developing national identity to align with the concept of ‘one country, two systems’, which it has promoted by introducing traditional Chinese culture and national identity into society and school education. Within this context, Chapter Three examines the specific features of political identity in Hong Kong education and school music education within the wider contexts of political and ideological complexities – between local and national cultures and between national and global cultures.
Keywords: Hong Kong's music education, one country, two systems, political transformation, traditional Chinese culture, between local and national cultures
Hong Kong is positioned at the mouth of the Pearl River Delta on the coast of southern China and adjoins Guangdong Province in Mainland China. The city is considered a gateway between the East and the West. ‘British Hong Kong’ refers to the period under British crown rule after Hong Kong was ceded to Great Britain by China's Qing Dynasty following the First Anglo-Chinese War (also known as the First Opium War, 1839-1842). In 1898, Britain was granted an additional 99 years of rule over Hong Kong under the Second Convention of Peking, which included an extension of Hong Kong's territory. The 1984 Sino-British Joint Declaration was an important and historical watershed in the political development of Hong Kong's promulgation of ‘The Basic Law of the Hong Kong Special Administrative Region of the People's Republic of China’. It stated that Hong Kong people could live under the ‘one country, two systems’ principle for a period of 50 years after the handover on 1 July 1997, under the name ‘Hong Kong, China’. This declaration guaranteed Hong Kong a 50-year right to maintain its own capitalist system and way of life and to enjoy a high degree of autonomy in all matters except foreign policy and defence. The declaration marked the beginning of Hong Kong's decolonization and the convergence of its social system with that of the PRC.
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- Information
- Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China , pp. 111 - 174Publisher: Amsterdam University PressPrint publication year: 2021