Equity and ethnicity in Hong Kong: Implications for teacher education

Jan CONNELLY, Jan Christian C GUBE

Research output: Contribution to journalArticles

Abstract

Ethnic minorities (EM) comprise 5% of Hong Kong's population of 7 million. In schools 3% (14,000) are ethnic/linguistic minority students whose poor achievement in senior secondary years is evidence of disproportionate educational outcomes compared with those of Chinese speaking students. The government has rolled out support measures to meet the learning needs of EM students. Research reported here gathered perceptions of the impact of these support measures in achieving the stated objectives - minimising language and cultural barriers to school achievement, and facilitating smooth integration of EM students into Hong Kong society. Findings reveal that the singularly focused pedagogical provision for Chinese language acquisition is too narrow and exposes the role language policy plays in the construction of social inequality in Hong Kong. There are absences; unacknowledged culture diversity; unaddressed discrimination, and unrecognised pedagogical challenges emanating from teachers' calls for more support. Copyright © 2013 International Society for Teacher Education.
Original languageEnglish
Pages (from-to)113-125
JournalJournal of the International Society for Teacher Education
Volume17
Issue number1
Publication statusPublished - 2013

Citation

Connelly, J., & Gube, J. (2013). Equity and ethnicity in Hong Kong: Implications for teacher education. Journal of the International Society for Teacher Education, 17(1), 113-125.

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