Present literature concerning ethnic students in Hong Kong has been largely focusing on ethnic students' struggle in identity formation, emotional and behavioral needs, acquisition of Chinese language, disparity of social rights and opportunities as well as academic and career mobility, etc. While perspectives of ethnic students' learning under mainstream teaching in Chinese schools have attracted much attention, voices of frontline educators' learning from everyday teaching ethnic students are not widely addressed. Rather perceiving teacher as a traditional authority figure in a mono-cultural Chinese classroom, this particular case-study argues growing number of frontline Chinese teachers have been undergoing experiential learning and ongoing reflection through daily teaching and interaction with ethnic Muslim students in Hong Kong. Copyright © 2018 Hong Kong Sociological Association 20th Annual Conference.
|Publication status||Published - Dec 2018|