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 學生與學生服務
  • NO 少數民族及移民學生
• P 香港教育各層面與外地之比較
  • PH 少數民族的教育、種族及族群因素
• E 特殊教育
  • EG 融合教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• M 教師與教師教育
  • ME 教師職責、專業精神與專業紀律

Cultural Awareness Ethnic Groups Cultural Differences Intercultural Communication Secondary School Teachers

• Hong Kong

• 1997.7 onwards

• 中學教育

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]

• 英文

期刊論文

• 14675986

• 10.1080/14675986.2012.686021

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

2014-01-18