The feminisation of teaching is an important topic in education and gender studies. Discussions have been enriched by comparative and international studies as well as a gendering perspective in which a complicated view of the role of the state has emerged. In colonial Hong Kong, although the government was limited in its support of teacher training, its strategic control was not ineffective. Through regulating the teaching force, the colonial regime was instrumental in training women to help civilise the young and in creating a dead end job - that of a 'primary school teacher'. It also constantly (re) constructed the nature and role of 'Chinese teacher' and 'Chinese women'. By revealing some seldom-explored strategies and disrupting the fixed meanings of 'Chinese teacher', 'Chinese women', and 'primary school teacher', this paper unravels the intervention and (re) invention of the colonial regime in the teaching occupation and probes their implications for a patriarchal society.
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http://dx.doi.org/10.1080/0046760X.2011.635603]

Background: The research literature linking children's educational outcomes with levels of parental involvement has in many instances resulted in the location of disadvantage being placed on lack of parental involvement, something that has been the case with South Asian parents in Hong Kong (Au, K., Multicultural issues and literacy achievement, Mahwah, NJ: Lawrence Erlbaum Association, 2006; Jeynes, W. H., A meta-analysis - The effects of parental involvement on minority children's academic achievement, Education and Urban Society 35: 202218, 2003; Hau, K. T., Tracking the adaptation and development of non-Chinese speaking children (NCS) in mainstream schools, Retrieved from http://www.edb.gov.hk/FileManager/EN/Content_7065/exe_summary%20eng.pdf, 2008; Tsung, L., Zhang, Q., and Cruickshank, K., Access to majority language and educational outcomes: South Asian background students in postcolonial Hong Kong, Diaspora, Indigenous and Minority Education 4, 1-16, 2010).
Purpose: This small-scale research study examines the educational involvement of Pakistani and Nepalese parents, and explores the difficulties and challenges South Asians face to succeed in school.
Design and methods: In-depth interviews were conducted with 10 South Asian parents (five Nepalese parents and five Pakistani parents). Interviews were semi-structured and consisted of open-ended questions about parents' educational aspirations, ability in tutoring children with homework, and arrangement of home-learning activities. Transcribed interviews were subjected to content and thematic analysis.
Results and discussion: The findings indicate that South Asian parents, despite high aspirations for the education of their children, feel that they lack the linguistic and cultural capital valued by the mainstream society in Hong Kong. This prevents effective involvement in the education of the children.
Conclusion: Understanding the perspectives of the parents offers insights into ways in which