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 課程與教學:個別教學範疇
  • GA 中文
• M 教師與教師教育
  • MA 教師之專業教育
• 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

• Hong Kong

• 1997.7 onwards

• 專上教育

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.

• 英文

期刊論文

• 10295968

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

2018-09-10