Creation of culturally responsive classrooms: Teachers' conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools

Creation of culturally responsive classrooms: Teachers' conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools

• Hue, Ming Tak Dept. of Special Education and Counselling, Hong Kong Institute of Education
• Kennedy, Kerry J. Faculty of Education Studies, Hong Kong Institute of Education

Intercultural Education, 23(2), 119-132, 2012

Routledge

2012

• N Students & Student Services
  • NO Minorities & Immigrant Students
• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors
• E Special Education
  • EG Inclusive Education
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline

Cultural Awareness Ethnic Groups Cultural Differences Intercultural Communication Secondary School Teachers

• Hong Kong

• 1997.7 onwards

• Secondary Education

Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers' views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home–school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers' new rationale of cultural responsiveness, is proposed.
[Copyright of Intercultural Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14675986.2012.686021]

• English

Journal Articles

• 14675986

• 10.1080/14675986.2012.686021

https://bibliography.lib.eduhk.hk/bibs/be928f0c

2014-01-18