Representing a Catholic school identity in primary school textbooks: a historical account of Hong Kong since 1973

Abstract Religious education is the bearer and mediator of the identity and values of Catholic schools and enables students to learn the faith and thus lay the foundations for evangelization. It has therefore been valued and upheld by the Catholic diocese for many years. This article examines this identity portrayed in three textbooks for Catholic elementary school in Hong Kong and discusses the sacred and social order portrayed therein. While maintaining the Catholic faith as the main axis, the textbooks took into account the fact that most students were non-believers and provided students with an appropriate outlook and attitude towards life based on the teachings of Jesus. The textbooks took the perspective of gratitude for blessings and instructed children to be good children of Heavenly Father, to trust in God wholeheartedly, and to love Jesus Christ and others. Prayers were capitalized in all three versions. The new textbooks introduced students to other religions in a respectful and inclusive way. With an emphasis on exploring issues that students encounter in life and development, topics not previously covered within the teachings of the Catholic Church were included. Efforts were made to incorporate Catholic knowledge and characters or thoughts from traditional Chinese culture to strengthen students’ Chinese identity and enhance the local characteristics of Catholicism. These findings can enrich our understanding of the ways in which the Catholic Diocese of Hong Kong maintains a Catholic school identity with local adaptations amidst demographic, social and political changes.