Creating pathways for cultural inclusion: Informal learning and teacher education in Hong Kong

Creating pathways for cultural inclusion: Informal learning and teacher education in Hong Kong

Promoting inclusive systems for migrants in education

• Gube, Jan Christian C The Education University of Hong Kong
• Chan, Ngok Cheng The Education University of Hong Kong
• Lee, Daphnee The Chinese University of Hong Kong
• Kennedy, Kerry John The Education University of Hong Kong
• Bhowmik, Miron Kumar The Education University of Hong Kong

• Downes, Paul
• Anderson, Jim
• Behtoui, Alireza
• Van Praag, Lore

Abingdon, Oxon

Routledge

2024

• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Developing cultural inclusiveness has been a prominent agenda in European and North American teacher preparation programmes. Beyond these societies, however, discussion on teacher education programme diversity remains tokenistic. Hong Kong, a city often marketed as Asia's World City, is not an exception, given the relatively recent history in the representation of minority groups and the enactment of an anti-racial discrimination ordinance in 2009. This lacuna thus raises questions about teachers’ preparedness to engage with the growing concerns for educational equity for ethnically diverse learners. This chapter describes and reflects on an informal learning programme within a Hong Kong university that has taken up the challenge of engaging pre-service teachers more explicitly about cultural diversity. The informal programme applies a ‘to know, to care, to act’ approach in collaboration with a social enterprise to offer students virtual experiential learning opportunities with ethnically diverse communities. The programme aimed at developing learners’ global competence as aspiring teachers of diverse learners. In doing so, this chapter advances theoretical arguments about merging global and multicultural education frameworks. This is a means to foster contact and learning between pre-service teachers and ethnically diverse learners and provides a pathway for promoting cultural inclusion in schools. Copyright © 2024 selection and editorial matter, Paul Downes, Jim Anderson, Alireza Behtoui and Lore Van Praag; individual chapters, the contributors.

• English

Book Chapters

• 9781032193045
• 9781032205212

• 10.4324/9781003263999-11

https://bibliography.lib.eduhk.hk/en/bibs/fcb8adf4

2024-10-09