How to teach Hong Kong history – a modest proposal for open-mindedness and critical thinking
Stefano Mariani says Hong Kong is uniquely placed to take a balanced approach to history that faces the contradictions of the past and questions dominant narratives
Against a backdrop of pseudo-historical assertions aimed at buttressing geopolitical claims, Beijing and other regional powers have sought to entrench both at home and abroad their historical narratives, which are presented as indisputable truth.
In Hong Kong, our constitutionally guaranteed rights to freedom of conscience and expression vest us with a unique responsibility to provide a platform within China for a more balanced approach, which treats history as a serious academic discipline and not as nationalist mythology. That means teaching history not only to instil a given set of facts, but to provide students with the critical tools to evaluate claims.
Because history informs a society’s understanding of the past, and so shapes the future, it is crucial to distinguish true history from propaganda. Consider, for instance, the oft-repeated claim that Hong Kong is an inalienable part of China. Hong Kong was, in fact, alienated to Great Britain in 1842 by the Qing Dynasty under a treaty valid in customary international law, as it applied at that time. If China were so minded, Hong Kong, or any other part of the territory of the People’s Republic, could likewise be legally alienated to any other state. National borders are not, and have never been, fixed.