From Identity to Emotion: The Institutional Production of “Being Chinese” in Hong Kong Schooling

Wong, KH

From Identity to Emotion: The Institutional Production of “Being Chinese” in Hong Kong Schooling

Wong, KH

Permalink

Publisher:: Universitas Islam Negeri Salatiga
Publication Type:: Journal Article
Citation:: Journal of Pragmatics Research, 2026, 8, (3), pp. 871-898
Issue Date:: 2026-09-10

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (536.46 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Wong, KH
dc.date.accessioned	2026-09-14T03:07:27Z
dc.date.available	2026-09-14T03:07:27Z
dc.date.issued	2026-09-10
dc.identifier.citation	Journal of Pragmatics Research, 2026, 8, (3), pp. 871-898
dc.identifier.issn	2656-8020
dc.identifier.uri	http://hdl.handle.net/10453/196166
dc.description.abstract	<jats:p>This article analyses how national belonging is constructed in post-2019 Hong Kong education policy through three official documents: the Citizenship and Social Development Curriculum and Assessment Guide (Secondary 4–6) (2021), the Curriculum Framework of National Security Education in Hong Kong (2025), and the Values Education Curriculum Framework (2026). Drawing on a historiographical approach to critical discourse studies, it examines how presupposition and affective evaluation operate as key mechanisms in the normalisation of national identity. The analysis shows that deictic and possessive formulations such as “our country” presuppose students’ inclusion within a Chinese national collective, rendering belonging implicit and taken-for-granted. In parallel, affective lexis associated with pride, obligation, and moral attachment constructs an explicitly evaluative orientation towards the Chinese nation. The article argues that national belonging is produced through a combination of presupposed inclusion and affective alignment. It contributes to scholarship on discourse and education in Hong Kong by extending analysis beyond political speech to curriculum policy, highlighting education as a central site of identity formation in the post-2019 policy landscape.</jats:p>
dc.language	en
dc.publisher	Universitas Islam Negeri Salatiga
dc.relation.ispartof	Journal of Pragmatics Research
dc.relation.isbasedon	10.18326/jopr.v8i3.871-898
dc.rights	info:eu-repo/semantics/openAccess
dc.title	From Identity to Emotion: The Institutional Production of “Being Chinese” in Hong Kong Schooling
dc.type	Journal Article
utslib.citation.volume	8
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.rights.license	This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/
dc.date.updated	2026-09-14T03:07:26Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	8
utslib.citation.issue	3

Abstract:

This article analyses how national belonging is constructed in post-2019 Hong Kong education policy through three official documents: the Citizenship and Social Development Curriculum and Assessment Guide (Secondary 4–6) (2021), the Curriculum Framework of National Security Education in Hong Kong (2025), and the Values Education Curriculum Framework (2026). Drawing on a historiographical approach to critical discourse studies, it examines how presupposition and affective evaluation operate as key mechanisms in the normalisation of national identity. The analysis shows that deictic and possessive formulations such as “our country” presuppose students’ inclusion within a Chinese national collective, rendering belonging implicit and taken-for-granted. In parallel, affective lexis associated with pride, obligation, and moral attachment constructs an explicitly evaluative orientation towards the Chinese nation. The article argues that national belonging is produced through a combination of presupposed inclusion and affective alignment. It contributes to scholarship on discourse and education in Hong Kong by extending analysis beyond political speech to curriculum policy, highlighting education as a central site of identity formation in the post-2019 policy landscape.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/196166