Equity and ethnicity in Hong Kong: Implications for teacher education

Equity and ethnicity in Hong Kong: Implications for teacher education

• Connelly, Jan
• Gube, Jan Christian C

Journal of the International Society for Teacher Education, 17(1), 113-125, 2013

International Society for Teacher Education

2013

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Ethnic minorities (EM) comprise 5% of Hong Kong's population of 7 million. In schools 3% (14,000) are ethnic/linguistic minority students whose poor achievement in senior secondary years is evidence of disproportionate educational outcomes compared with those of Chinese speaking students. The government has rolled out support measures to meet the learning needs of EM students. Research reported here gathered perceptions of the impact of these support measures in achieving the stated objectives - minimising language and cultural barriers to school achievement, and facilitating smooth integration of EM students into Hong Kong society. Findings reveal that the singularly focused pedagogical provision for Chinese language acquisition is too narrow and exposes the role language policy plays in the construction of social inequality in Hong Kong. There are absences; unacknowledged culture diversity; unaddressed discrimination, and unrecognised pedagogical challenges emanating from teachers' calls for more support. Copyright © 2013 International Society for Teacher Education.

• English

Journal Articles

• 10295968

https://bibliography.lib.eduhk.hk/en/bibs/de81a2ae

2018-09-10