Signs of the critique, pedagogy and pragmatics of cultural education can be traced in the formation of cultural studies as a disciplinary nexus of critical scholarship and applied practice grounded in the local community. I shall examine the historical, institutional and intellectual factors contributing to the building up of Cultural Studies as such an alternative field and programme of (trans)disciplinary studies highlighting the contemporary uses of culture in Hong Kong during the last two decades.

As a context-specific project, Cultural Studies takes shape in Hong Kong within a set of frames conditioned by the SAR’s proximity to the rapid social and cultural changes occurring in China, as well as accessible networks with parallel developments in the Asia-Pacific region, where humanities education is meeting new challenges today. My analysis will focus on three set of issues informing my 20-year experience as a cultural studies teacher: (1) the context of academic work in which the progressive institutionalization of critique is subject to various social, economic and political changes from the late colonial through the early post-colonial period; (2) the disciplinary context in which the shifting needs and challenges of pedagogy interact with evolving institutional parameters and critical functions of cultural studies; and (3) the complex relationship between the daily practice of critical pedagogy, the constant re-shaping of identity imaginary, and the pragmatic technologies of citizenship in the course of Hong Kong’s transition from colony to post-colony.

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