期刊論文
Belonging beyond the deficit label: The experiences of 'non-Chinese speaking' minority students in Hong Kong
EdLink- Belonging beyond the deficit label: The experiences of 'non-Chinese speaking' minority students in Hong Kong
- Routledge
- 2018
-
- Hong Kong
-
- 1997.7 onwards
-
- 未指定或無法歸類
- How migrants, refugees and minority groups acquire a sense of belonging in their adopted society is a concern for nations worldwide as they aim to balance the diversity and inclusion of growing numbers of migrants with ensuring harmony and cohesion across society. In postcolonial Hong Kong, the population diversity is accompanied with a swift change in the racialisation of Hong Kong where minorities in schools find themselves categorised as 'non-Chinese speaking' ('NCS') rather than a 'Hongkonger'. The NCS label stigmatises young people as linguistically and academically deficit, de-legitimises acceptance by the local Chinese, Cantonese speaking majority designated as 'Hongkongers'. Yet how minority youth interpret their status as 'NCS' and negotiate belonging in Hong Kong has received scant attention. This qualitative study is a substantive and theoretical contribution to the literature on how multilingual minorities can construct a positive sense of place-belonging to their adopted city. Reflecting the contentious nature of the politics of belonging, we found that students challenged and sought to redefine the narrow, prevailing identity of a 'Hongkonger'. Rather, they stressed their multilingual identity, historical affiliations, emotional attachments and place-belongingness to the city in order to legitimate their entitlement to sociopolitical belonging in Hong Kong. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.
-
- 英文
- 期刊論文
-
- 01434632
- https://bibliography.lib.eduhk.hk/tc/bibs/2eb1f9d5
- 2018-10-03
最近的期刊論文
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例期刊論文
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong Kong期刊論文
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?期刊論文
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learning期刊論文
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemic期刊論文
Healthy eating report card for pre-school children in Hong Kong期刊論文
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders期刊論文
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course期刊論文