ABSTRACT
The most perplexing questions facing Hong Kong’s educational future concern the potential for increasing integration between various parts of the educational systems of Hong Kong and the rest of China. Given the successful levels of cooperation and integration that the two economic systems have experienced, and the growing association of education with economic concerns such as human capital development, the question of educational integration is well posed. Moreover, the cultural foundations of education in Hong Kong already share a Confucian heritage with the rest of China. Where then does one begin such an analysis? As the chapters of this book have highlighted, there are a number of examples of how such integration is already happening in language teaching, in political studies, in history, etc., and this is further amplified as academic exchange relationships become increasingly more pronounced. This final chapter attempts to explore this issue by noting three pairs of forces at work during the transition: insulation and interdependence; decolonization and neo-colonization; and internationalization and indigenization.
