Chinese immigrant students and cross-boundary students in Hong Kong: A call for equity through culturally relevant teaching practices

Yuet Mui Celeste YUEN

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter discusses the roles of teacher professionalism in realizing the high aim of equity in education in Hong Kong. Framed in theories of equity and culturally relevant teaching, this chapter assesses the receptivity and responsibility of Hong Kong education toward students from diverse cultural and linguistic backgrounds. It argues that developing culturally relevant teaching is key to fostering social and academic inclusion in combating marginalization in Hong Kong mainstream schools. It begins with a critical review of the current school practices in multicultural classrooms with reference to contemporary international multicultural studies and teacher experiences. Attention is then given to insights obtained from a cultural immersion program for teacher professional development from an action research. Implications are discussed for policy-makers and teacher education institutions to consider theoretical and pedagogical frameworks for cultivating intercultural sensitivity of teachers in addressing diverse learning needs. Copyright © 2018 selection and editorial matter, Yun-Kyung Cha, Seung-Hwan Ham, and Moosung Lee; individual chapters, the contributors.
Original languageEnglish
Title of host publicationRoutledge international handbook of multicultural education research in Asia Pacific
EditorsYun-Kyung CHA, Seung-Hwan HAM, Moosung LEE
Place of PublicationAbingdon, Oxon
PublisherRoutledge
Pages258-271
ISBN (Electronic)9781351179959
ISBN (Print)9781138831247
DOIs
Publication statusPublished - 2018

Fingerprint

teaching practice
Hong Kong
equity
immigrant
teacher
student
cultural program
education
Teaching
action research
school
inclusion
linguistics
classroom
responsibility
learning
experience

Citation

Yuen, C. Y. M. (2018). Chinese immigrant students and cross-boundary students in Hong Kong: A call for equity through culturally relevant teaching practices. In Y.-K. Cha, S.-W. Ham, & M. Lee (Eds.), Routledge international handbook of multicultural education research in Asia Pacific (pp. 258-271). Abingdon, Oxon: Routledge.