University of Warwick Undergraduate Research Support Scheme
Conclusion
Between the late 1940s and 1970s, communist influence expanded significantly in Hong Kong's education system. Under this circumstance, the British colonial government found itself in a dilemma, whether to suppress the communist schools and violate the British ideal of liberty, or to allow unrestrained growth of political enemy while keeping its public reputation.
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As a result, the British government tried to make a balance between the crackdown on communist schools and protecting the good name of the British administration.
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The policies benefited students' learning
The government acted legally
The government acted impartically
It justified the counter-communist policies by the rhetoric that ​
According to historian Bonny Ibhawoh’s study on British colonial rule in Nigeria, this art of justification is a common practice of the British colonial government in different parts of the empire. Freedom, democracy, and liberty were the sources of British greatness. The rhetoric of extending British standards of justice to the colony could legitimise and rationalise colonial rule.[1]
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There are several limitations in my research. For example, I did not interview the Hong Kong residents who experienced that period of colonial rule to ask if they were aware of how the British government justified their educational policy. However, I hope that my research could open more possibilities in the field of the history of education in Hong Kong.
It is such a rewarding experience as I can study the history of my home using foreign archives and historical sources. It is also amazing to see the name and public exam results of my secondary school in some historical documents.
Special thanks to the team of the University of Warwick’s Undergraduate Research Support Scheme for granting me a bursary and giving me this research opportunity, and Professor Anne Gerritsen for providing valuable advice and support throughout the research journey.
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[1] Bonny Ibhawoh, 'Stronger than the Maxim Gun Law, Human Rights and British Colonial Hegemony in Nigeria', Africa: Journal of the International African Institute, vol. 72, no. 1 (2002), p.71.
Bibliography
Primary source:
National Archive, CO 1030/53, ‘Reports of Hong Kong Education Department’
National Archive, CO 1030/54, ‘Reports of Hong Kong Education Department’
National Archive, CO 1045/168, ‘Hong Kong: annual report’
National Archive, CO 1045/95, ‘Hong Kong: correspondence with T R Rowell, ex-Director of Education’
National Archive, CO 537/4815, ‘Communist activities in Hong Kong (with top secret annex))’
National Archive, FCO 40/212, ‘Brief on communist controlled schools for Lord Shepherd's visit to Hong Kong’
National Archive, FCO 40/382, ‘Communist threat to education in Hong Kong: communist schools’
National Archive, FCO 40/88, ‘Communist activities in schools’
National Archive, FCO 40/89, ‘Communist activities in schools’
National Archive, FO 1110/121, ‘China: application of new publicity policy; communist infiltration into Hong Kong schools’
National Archive, FO 371/133338, ‘Communist activities in schools in Hong Kong’
National Archive, FO 371/133339, ‘Communist activities in schools in Hong Kong’
National Archive, FCO 40/537, ‘Hong Kong government policy on education’
Secondary source
Brown, Judith M., Foot, Rosemary, ‘Introduction: Hong Kong Transition’, in Hong Kong’s Transitions, 1842–1997, edited by Judith M. Brown and Rosemary Foot (United Kingdom: Palgrave Macmillan, 1997, pp.1-15.
Chui Shan, Lau, ‘Alternative State Formation in Colonial Hong Kong: Patriotic Schools, 1946-1976’, Journal for Critical Education Policy Studies, Vol. 8, No. 1 (2014), pp.390-408.
Ng, Michael, Political Censorship in British Hong Kong: Freedom of Expression and the Law (1842–1997) (Cambridge: Cambridge University Press, 2022)
Ibhawoh, Bonny, ‘Stronger than the Maxim Gun Law, Human Rights and British Colonial Hegemony in Nigeria’, Africa: Journal of the International African Institute, vol. 72, no. 1 (2002), pp.55–83.
