Creating culturally responsive environments: Ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools

Creating culturally responsive environments: Ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools

• Hue, Ming Tak Dept. of Special Education and Counselling, Hong Kong Institute of Education
• Kennedy, Kerry John Centre for Governance and Citizenship, Hong Kong Institute of Education

Asia Pacific Journal of Education, 34(3), 273-287, 2014

Routledge

2014

• M Teachers & Education for Teachers
  • MI Teachers from Mainland China, Teacher from Foreign Countries, Expatriate English Language Teacher Pilot Scheme
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Ethnic Minority Culturally Responsive Cross-cultural Experiences Cosmopolitanism Hong Kong Schools

• America
• Canada
• India
• Nepali
• Pakistan
• Hong Kong

• 1997.7 onwards

• Secondary Education

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public sector to examine how school teachers are handling this challenge. The study uses these interviews to establish a model for the creation of culturally responsive environments that may help to improve the academic performance and promote the personal growth of students in Hong Kong's secondary schools. Five aspects of cultural responsiveness are identified: conceptualising cosmopolitanism, raising sensitivity to ?minor acts of racism?, managing the diverse learning needs of students, promoting a deep understanding of cultural values and helping students deal with the challenges of trilingualism. This study argues that ethnic minority teachers are engaged in a continuing cross-cultural process through which they make sense of the cultural diversity of students and re-learn their own beliefs and practices. The implications for the creation of a culturally responsive environment are also presented.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188791.2013.823379]

• English

Journal Articles

• 02188791

• 10.1080/02188791.2013.823379

https://bibliography.lib.eduhk.hk/bibs/a86ddd43

2014-10-22