ABSTRACT
That school is an ideological state apparatus has become sociological common sense. Many states have sought to convey their ideal of citizenship and nationhood through their public schooling systems, albeit in different ways depending on the political culture, values and ideologies that are endorsed, transmitted and practised in concrete historical contexts. In this chapter I will use a case study of civic education in Hong Kong to demonstrate this process at work, with the Gramscian concept of hegemony as my theoretical framework.
