This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers’ experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. Copyright © 2024 Elsevier Ltd. All rights reserved.

Awareness of culturally diverse young people’s rights and needs to sexuality education has been raised internationally. However, existing literature has generally focused more on how culturally diverse young people navigate western mainstream societies, leaving the Asian context underexamined. This paper explores the experiences and views of South Asian minority youth of sexuality education at home and in school in Hong Kong, informed by rights-based and cultural competence perspectives of sexuality education, and using a qualitative descriptive methodology. The findings identified four themes: (1) the double silence experienced at home and school; (2) marriage within the same religion and caste; (3) gender role expectations to be caring women and protective men, and (4) the need for culturally targeted sexuality education. This paper contributes to scholarship on sexuality education by advancing the knowledge base by means of a case study conducted in Hong Kong, an Asian multicultural context that differs from western multicultural societies. It elucidates the meaning of cultural sensitivity and cultural competence by stressing the negotiability of cultural norms and taboos and identifying the practical implications for conducting sexuality education in a multicultural city like Hong Kong. © 2022 Informa UK Limited.

In Hong Kong, teaching ethnically diverse children (e.g. Indians, Pakistanis, Nepalis) has recently become a pressing issue. As teacher educators, we believe the crux of the issue lies in teachers’ understanding of cultural diversity. Specifically, this study adopted the theoretical framework of phenomenography to investigate the question of: What are precisely the qualitatively different ways teachers see ethnically diverse children? We recruited 81 in-service kindergarten teachers and conducted interviews and/or collected documents related to their practice of teaching. Four ways of seeing were identified: Ethnically diverse children are seen as: (A) of one and the same group, (B) not local to Hong Kong, (C) in need of support and deficient, and (D) overly devoted to their own cultures. We recommend teacher educators to discuss the descriptions of the four ways of seeing with teachers. The results of this study contribute to pedagogical knowledge of teacher educators for professional development of teachers. Copyright © 2022 Informa UK Limited.

Many Hong Kong schools are concerned with the growing number of enrolment of ethnic minority students. This article examines ethnic minority teachers’ cross-cultural experience and their view of the diverse needs of ethnic minority students and how these needs were fulfilled. Qualitative data were collected from unstructured interviews, where the views of fifteen teachers of Pakistani, Indian, Canadian, Pilipino, from three primary and three secondary schools, were explored. This finding was illuminated by the interview study, showing that the diverse learning needs of ethnic minority students and their classroom behavior were culturally different from the majority of Hong Kong Chinese students. To manage the classroom diversity and promote cultural responsiveness, the teachers struggle for conceptualizing a new rationale for cultural responsiveness to diversity, developing a sense of inter-cultural sensitivity and promoting cultural responsiveness to diversity. This paper argues that like students, teachers simultaneously engage in a crossculture process through which they learn the culture of ethnic minority students, re-learn the culture of their own and re-think about the relevant rationale underlying cultural responsiveness. For ethnic minority group of school practitioners, there was a need to give them hope as a way to get them motivated to learn, face new challenges and explore the new opportunities. At last, the implication of the creation of a culturally responsive classroom will be given.

An important feature of Hong Kong's education reform over the past decade has been the articulation of the "no loser principle". This policy statement was meant to signal that all students are valuable and will benefit from both basic and senior secondary education. Yet barriers remain for the 2.9% of students under the age of 15 who can be classified as ethnic minorities. Until the 2008 Racial Discrimination Ordinance (RDO), the educational needs of these students remained an invisible issue for the school system. This article examines the policy context in which Hong Kong schools have made provisions for ethnic minority students, and reviews classroom practices that operationalize these policies on a daily basis. In an interview study involving 32 teachers' narratives of how they managed the cultural diversity of ethnic minority students in classrooms (Hue & Kennedy, 2012, 2013), it was reported that at the practical level, teachers struggle to meet the diverse needs of students and to conceptualize a new rationale for responding to cultural diversity. The implications of promoting ethnic minority education at the three levels of policy, practice and research are discussed.
[Copyright © Universidad Nacional de Educacion a Distancia (UNED)].

Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India, Nepal, the Philippines and Thailand. Qualitative data were collected from interviews, through which the narratives of twenty-four teachers from four secondary schools were explored. The study showed that to address cultural diversity, a 'connected' classroom should be established by promoting interpersonal relationships, developing adaptive teaching strategies, keeping the balance between guidance and discipline and strengthening home-school collaboration. Implications for the development of teacher education will be presented.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02643944.2013.811697]

Confronted with the rise of a new group within its organization, Small World, an international Christian kindergarten in Hong Kong, is being forced to reconsider its boundaries. The trend towards more applications to international schools by Hong Kong Chinese, adds an extra dimension to the already extensive cultural diversity among the kindergarten's staff, students and their parents. Describing the appreciation for cultural diversity amongst staff and parents, the strategies that are used to maintain harmony and the motives that (Hong Kong Chinese) parents have for participation in the school, it is argued that only one effect of globalization on the macro level can be identified on the micro and meso level, namely indigenization. The article shows how parents, staff and the organization all try to adopt attractive or useful elements of foreign cultures without giving up their own culture, and subsequently foster multiculturalism in an attempt to reach their goals, these being the cultural competence of their children for Hong Kong Chinese parents and success for the organization. The resulting demand for the incorporation of extra foreign elements in the curriculum is forcing Small World to reconsider its boundaries.
[Copyright of Asia Pacific Business Review is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13602380500135901]