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Chinese immigrant students and cross-boundary students in Hong Kong
| Content Provider | Scilit |
|---|---|
| Author | Yuen, Celeste Y. M. |
| Copyright Year | 2018 |
| Description | Book Name: Routledge international handbook of multicultural education research in Asia Pacific |
| Abstract | This chapter discusses the roles of teacher professionalism in realizing the high aim of equity in education in Hong Kong. Framed in theories of equity and culturally relevant teaching, this chapter assesses the receptivity and responsibility of Hong Kong education toward students from diverse cultural and linguistic backgrounds. It argues that developing culturally relevant teaching is key to fostering social and academic inclusion in combating marginalization in Hong Kong mainstream schools. It begins with a critical review of the current school practices in multicultural classrooms with reference to contemporary international multicultural studies and teacher experiences. Attention is then given to insights obtained from a cultural immersion program for teacher professional development from an action research. Implications are discussed for policy-makers and teacher education institutions to consider theoretical and pedagogical frameworks for cultivating intercultural sensitivity of teachers in addressing diverse learning needs.This chapter discusses the roles of teacher professionalism in realizing the high aim of equity in education in Hong Kong. It argues that developing culturally relevant teaching is key to fostering social and academic inclusion in combating marginalization in Hong Kong mainstream schools. Many of the Chinese immigrant students have come to Hong Kong for reasons of family reunion. In 2015/16, there were 28,106 Cross-Boundary Students (CBS). The majority of families of CBS have limited knowledge of the Hong Kong society and the education system. At the heart of equity is the elimination of the uneven distribution of resources and the denial of access to equal opportunity for all. Hong Kong schooling is a key acculturative agent for cultural assimilation. Engaging teachers in self-reflection on their beliefs is key for them to construct a multicultural perspective and to motivate them to restructure those beliefs that limit effective culturally responsive teaching. |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2014-0-32745-X&isbn=9781351179959&format=googlePreviewPdf |
| Ending Page | 271 |
| Page Count | 14 |
| Starting Page | 258 |
| DOI | 10.4324/9781351179959-20 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2018-03-28 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Routledge International Handbook of Multicultural Education Research in Asia Pacific Cultural Studies Ethnic Studies Hong Kong Diverse Cross Boundary Chinese Immigrant Students |
| Content Type | Text |
| Resource Type | Chapter |
