Cultural responsiveness and multicultural competency were to provide equal learning opportunities for minorities. Explicitly, teachers stated that minority students face preconceptions from the public, discrimination, teachers’ preferences, inadequate multicultural training of teachers and language barriers. To overcome these obstacles, the author emphasizes three themes. First, teachers should improve their multicultural knowledge, their awareness of cultural differences and acknowledge individual diversity beyond stereotypes. Teachers should promote minority student culture and seek out students’ cultural talents. Second, cultural incongruity exists between the traditions, parenting styles and values. Correspondingly, teachers should promote students’ cross-cultural understanding and the guide them to recognize different cultural perspectives. Third, many students suffer from discrimination and social stigma both inside and outside of the classroom. Teachers should seek to enhance students’ resilience against negative stereotypes, motivating them not to forsake their education. In sum, cultural responsiveness is an act of working towards school unity while simultaneously celebrating diversity. Educators need to make necessary modifications and promote multicultural knowledge to cultivate cultural responsiveness. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.
|Title of host publication||Routledge international handbook of schools and schooling in Asia|
|Editors||Kerry John KENNEDY, John Chi-Kin LEE|
|Place of Publication||New York|
|ISBN (Print)||9781138908499, 1138908495|
|Publication status||Published - 2018|