Debating national identity in postcolonial cities: A comparison of civic education textbooks in Hong Kong and Macau

Abstract Civic education has long been viewed as a political tool to construct identity in nation‐states. This view, however, is complicated by the cases of Hong Kong and Macau. As former colonies and current autonomous regions of China, the two cities went through decolonisation without becoming nation‐states. Does this status affect Hong Kong's and Macau's identity discourses? Are civic textbooks tools to construct or deconstruct a Chinese/national identity? What explains the two cities' different identity discourses? Going beyond the civic–ethnic binary, this article argues that identities in ‘postcolonial territorial autonomies’, such as Hong Kong and Macau, should be analysed through a multilevel framework of identity/state–society interactions, reflecting the local, national and global forces at play. The interactions of these forces shape Hong Kong's layered identity, Macau's ambiguous identity and the two cities' contradictory attitudes towards colonial legacies. This study contributes to a relational and interactional rethinking of national identity and decolonisation.