Multicultural education in many industrialized, diverse societies aims to positively represent and include minority groups in the curriculum. Though there is some discussion of this aim in Hong Kong curriculum, the positive inclusion of minorities in subjects dealing with social life remains minimal. This paper aims to defend the need for multicultural education in Hong Kong by comparing the sociological and representational challenges there with those of other societies with traditions of multicultural education. Using comparative methods this project provides sociological and historical context to multicultural education programs in diverse societies including Canada, the United States, France, Japan, and South Africa. The historical backdrop of these countries will be considered as well as the nature of their multicultural education. Hong Kong faces unique dilemmas in developing multicultural education, including the problem of prejudice toward mainland Chinese people, and the common notion that to be a Hong Konger one must be both (a) of Chinese (Han) ethnicity, and (b) Chinese (Cantonese and/or Mandarin) speaking. This paper will examine these and related issues in the context of the broader comparative discussion, also considering other essential challenges to the concept of multicultural education. Copyright © 2013 The CESHK Annual Conference.
|Publication status||Published - Feb 2013|