Building a connected classroom: Teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools

Research output: Contribution to journalArticles

8 Citations (Scopus)

Abstract

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 © 2013 NAPCE.
Original languageEnglish
Pages (from-to)292-308
JournalPastoral Care in Education
Volume34
Issue number4
Early online dateJul 2013
DOIs
Publication statusPublished - Dec 2013

Citation

Hue, M.-T., & Kennedy, K. J. (2013). Building a connected classroom: Teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Pastoral Care in Education, 34(4), 292-308.

Keywords

  • Cultural diversity
  • Ethnic minority
  • Classroom behaviour

Fingerprint Dive into the research topics of 'Building a connected classroom: Teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools'. Together they form a unique fingerprint.