Abstract:
Since implementing the National Security Law in 2020, national education in Hong Kong has caused anxieties and fears among Hong Kong youth and has become a “hot potato”. From a critical civic education perspective, the current official approach to national education prevents Hong Kong youth from actively engaging with public affairs and using social movements and protests to promote social justice. Therefore, this paper asks: what are the possibilities that education can agitate for a better future given the new circumstances in Hong Kong. I argue that a rational approach is a foundation here. On the one hand, it shares with other critical approaches in terms of its emphasis on recognising the value of discussing controversial topics and exploring diverse understandings, more even-handedly teaching about the pros and cons of national education, and empowering students to critically discuss how to better implement national education and decide for themselves how to evaluate national education-related knowledge, skills, and values promoted by the government. On the other hand, it is original because its elements are catered to fit the current Hong Kong context and make it possible in practice. In particular, teachers and students can superficially complete the required national education-related tasks and treat them as political performance. Meanwhile, their real focus should be (1) using less politically sensitive issues to cultivate critical thinking, and (2) using related case studies in other countries to communicate hidden messages, explore diverse perspectives and dilemmas, and engage in resistance.