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One Country, Two Cultures: the Invisible Boundary

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One Country, Two Cultures: the Invisible Boundary ONE COUNTRY, TWO CULTURES: THE INVISIBLE BOUNDARY BETWEEN HONG KONG AND MAINLAND CHINA by Ho Ling Pricilla Cheung Summer, 2013 An Undergraduate Honors Thesis Presented to the Department of International Studies ______________________________ Xiaobo Su Honors Thesis Advisor All requirements for graduation with Honors in the Department of International Studies have been completed. _______________________________ Kathie Carpenter ISP Director of Undergraduate Studies Table of Contents Acknowledgement .............................................................................................. 1 List of Abbreviations ................................................................................................................. 2 Abstract ............................................................................................................. 3 Chapter 1: Introduction and Problem Statement ................................................ 4 I. Introduction ................................................................................................................... 4 _.II. Research Problem Statement ...................................................................................... 5 III. The Politics of Identity ................................................................................................ 6 Chapter 2: Background History and the “HKID” ................................................. 13 I. Context/ Background .................................................................................................. 13 i. Colonial History of Hong Kong ................................................................................. 13 ii. “One Country, Two System” .................................................................................... 15 iii. “Biliterate and Trilingual” Policy ............................................................................ 17 II. The Hong Kong Identity (HKID) .................................................................................. 19 i. Definition and Essential Components of the HKID ................................................... 19 ii. Secondary Data and Statistics ................................................................................ 27 Chapter 3: Recent Language Trend and Implication .......................................... 32 I. The New “Using Putonghua to Teach Chinese Language Subject” Measure ............ 32 i. Implication and Impact on the “HKID” .................................................................... 34 ii. Contribution to the China-Hong Kong Tension ....................................................... 37 Chapter 4: Case Studies and Analysis ................................................................ 40 I. Linguistic and Sociocultural Tension ........................................................................... 40 i. Case Study 1: The Subway Disputes and Aftermath ................................................ 40 ii. Case Study 2: Mainland Professor Kong’s Criticism ................................................ 46 II. Symbolization of Language Preference .................................................................... 50 III. Personal Observation and Experience ...................................................................... 51 Chapter 5: Conclusions and Recommendations ................................................. 54 I. Conclusions .................................................................................................................. 54 i. Restate Problem Statement ..................................................................................... 56 ii. Restate Major Findings ........................................................................................... 56 II. Recommendations and Forward Looking ................................................................. 58 i. Personal Thoughts and Recommendations ............................................................. 58 ii. Forward Looking Statement .................................................................................... 60 Works Cited Appendices APPENDIX A: Categorical Ethnic Identity Poll Chart and Table (1997-2013) APPENDIX B: Public Statement by Ken Wai APPENDIX C: The “Locust Song” Lyrics © Ho Ling Pricilla Cheung 2013 Acknowledgement First and foremost, I praise and thank God, the Almighty, for his abundant blessings and love throughout my life. I am extremely grateful for His infinite and unconditional support from beginning to end of the thesis. Without the strength, wisdom, and dedication He has granted me, I would not be able to proceed with the thesis successfully. I would like to express my sincere gratitude to my thesis advisor, Professor Xiaobo Su, for his continuous support of my research and writing. I am thankful for his time, patience, guidance, and encouragement. It is my pleasure to have an advisor who is so knowledgeable and available to help. Beside my thesis advisor, I would also like to thank my academic advisor, Dr. Anita Weiss, for enlightening me to start this research in the first place. She has also connected me with Professor Su so that I have an opportunity to work with a professional in this field of study. Last but not least, my deepest gratitude goes to my family and friends. Their love and caring motivated me to persevere during times that I was stressed and lost. I can never ask for better family and friends, and I am forever grateful to have them in my life. 1 List of Abbreviations CSLI Center for the Study of Language and Information EVCHK The Encyclopedia of Virtual Communities in Hong Kong HKEB Hong Kong Education Bureau HKCU Hong Kong Chinese University HKID Hong Kong Identity HKLII Hong Kong Legal Information Institute HKSAR Hong Kong Special Administration Region HKU University of Hong Kong MOI Medium of Instruction MTR Mass Transit Railway OCTS One Country; Two Systems POP Public Opinion Program PRC People’s Republic of China PTH Putonghua SARS Severe Acute Respiratory Syndrome SCOLAR Standing Committee on Language Education and Research 2 Abstract July 1, 1997 marked the historical handover of Hong Kong from Britain to the People’s Republic of China. While being part of China, Hong Kong operates as a special region with independent sets of systems under the “One Country, Two Systems” policy. This policy allows Hong Kong to maintain the pre-colonial ways of life with a high degree of autonomy for fifty years. However, the feasibility and interpretations of this innovative policy have always been controversial. Throughout the colonial era, Hong Kongers have developed a distinctive “Hong Kong identity” that should be recognized apart from the national identity. This thesis will identify the essential components of the local culture from the legal, historical, linguistic, and sociocultural perspectives. By examining the new “Using Putonghua to Teach Chinese Language Subject” measure in Hong Kong, it will investigate its potential manipulation of the language preference of Hong Kongers, demolition of the core values of the “Hong Kong identity,” and impacts on China-Hong Kong relations. A series of clashes between Hong Kongers and Mainland Chinese happened in early 2012. The two case studies will continue to demonstrate how language, an esteemed symbol of culture, and sociocultural discrepancies are underlying sources of these disputes. Surrounding these tensions, the local media attracts the attention of national and international audiences that further intensify the situation. This thesis will conclude with my personal observations, recommendations to smoothen the postcolonial reunification. It hopes to raise awareness of the unique “Hong Kong identity” and to point out the invisible boundary between Hong Kong and Mainland China despite the reunification in 1997. 3 Chapter 1: Introduction and Problem Statement I. Introduction Sixteen years ago in 1997, Britain returned the sovereignty of Hong Kong back to the People’s Republic of China (PRC). Britain, the “foster mother” of Hong Kong, is a capitalist country with a distinct culture, socioeconomic system, and language that were widely introduced in Hong Kong during the colonial period. Mainland China, the “biological mother,” on the other hand, is a hybrid socialist and capitalist country with a rich history and traditional beliefs that are deeply rooted in the Hong Kong society. Even before 1997, different people have expressed concerns about the feasibility of an innovative policy, “One Country, Two Systems,”1 adopted during the decolonization period. Their anxiety is reasonable because Hong Kongers have been struggling to fit into their “biological” family. Running almost as an autonomous system within Mainland China, Hong Kong is also closely related to Mainland China at the same time. There is a substantial amount of visitors flow to and from both sides due to geographic proximity. With the rising average income level in Mainland China and a simplified visa procedure, more and more civilians would visit, invest in, or even attempt to migrate to Hong Kong. This phenomenon has not felt like a threat to many Hong Kongers until recently. Language and sociocultural differences have led to some significant clashes that happened around the beginning of 2012. Along with the longstanding stereotypes of the Mainlanders among the Hong Kong public, the tension between local Hong Kongers and Mainland Chinese 1 “One Country, Two Systems” is a promise from Mainland China granting Hong Kong the freedom to practice
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