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Creation of culturally responsive classrooms: Teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools
Author(s)
Date Issued
2012
Journal
ISSN
1467-5986
1469-8439
Citation
Intercultural Education, 2012, Vol. 23(2), pp. 119-132.
Type
Peer Reviewed Journal Article
Abstract
Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home–school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers’ new rationale of cultural responsiveness, is proposed.
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