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

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.