The Hong Kong school curriculum and the political transition: Politicisation, contextualisation and symbolic action

This paper uses a historical perspective to analyse the impact on the school curriculum of the return of Hong Kong to Chinese sovereignty. Whilst the transition has relaxed the criteria used by the state to select school Knowledge, it has occurred at a time when the selective and allocative role of schooling has become paramount. Consequently, the transition has had a significant impact on the intended curriculum as a result of attempts by the departing colonial government to reform the curriculum. However, these reforms have had a limited impact on the implemented curriculum, which has been more strongly influenced by the emergence of a market in which schools compete for academically more able pupils.