Abstract
Hong Kong has become a Special Administrative Region of China since 1997. It is not certain whether oppositional unofficial personal narratives similar to the Estonian case will challenge official representations of Hong Kong's colonial history. Two theoretical issues motivate this study: (1) the relationship between authoritarian and personal accounts of history; (2) the dialogic, polyvocal, and intertextual nature of texts. Two research questions are thus posed: (1) What use do students make of the various public discourses available in the community in producing their work? (2) What account of Hong Kong history do they construct? Thirty-nine student compositions about life in Hong Kong show complex intertextualities and interdiscursivities between school writing and public discourse.
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