Educational planning for school guidance: Teachers' narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools

Research output: Contribution to journalArticle

Abstract

Many Hong Kong schools are concerned about the effective use of educational planning for fulfilling the diverse needs of ethnic minority students particularly given their growing numbers. No matter what educational plans for ethnic minority students are made, how they are implemented becomes critical. This article examines teachers' narratives of the cross-cultural experiences of ethnic minority students from India, Pakistan. Philippines, Nepal and Thailand, and the diversity of those students' different learning needs. Qualitative data were collected from interviews, through which the constructs of thirty-two teachers from three secondary schools were explored. This paper argues that when devising and implementing an educational plan for promoting the welfare of ethnic minority students, it is not only necessary for the plan to promote the intercultural sensitivity of all practitioners, but it is equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school, and home. Copyright © 2010 International Society for Educational Planning.
Original languageEnglish
Pages (from-to)34-45
JournalEducational Planning
Volume19
Issue number2
Publication statusPublished - Jun 2010

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educational planning
national minority
Hong Kong
secondary school
narrative
teacher
school
student
Nepal
subsystem
school system
Philippines
Thailand
Pakistan
parents
welfare
India
classroom
interview
learning

Citation

Hue, M.-T. (2010). Educational planning for school guidance: Teachers' narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools. Educational Planning, 19(2), 34-45.