This chapter reflects on the notion of community as part of the efforts to advance teacher education provision on cultural diversity. It reviews recent policy recommendations relating to the presence of ethnically diverse learners in Hong Kong classrooms. Taking these recommendations as a backdrop, this chapter draws on community-engaged scholarship to outline a blueprint for university learning and teaching, and collaboration with community sectors (e.g., nongovernment organizations, ethnically diverse community organizations, and parent groups) in a context without multicultural policy. The model highlights the role of: (1) interdisciplinary research on cultural diversity – not just “ethnic minorities” or “non-Chinese speaking” students; (2) teacher education curriculum structures in promoting equity by eliminating (implicit) disadvantages against minoritized students; and (3) community dialogues as a means to facilitate the development of multicultural awareness and standards. The discussion posits the need to develop a contextualized understanding of what developing knowledge bases on cultural diversity might mean in the local teacher workforce and the role of teacher education in it. Copyright © 2022 selection and editorial matter, Jan Gube, Fang Gao and Miron Bhowmik; individual chapters, the contributors.
|Title of host publication||Identities, practices and education of evolving multicultural families in Asia-Pacific|
|Editors||Jan GUBE, Fang GAO, Miron BHOWMIK|
|Place of Publication||London|
|Publication status||Published - Feb 2022|