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Educational planning for school guidance: Teachers' narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools
Author(s)
Date Issued
2010
Journal
ISSN
2998-7067
1537-873X
Citation
Educational Planning, 2010, Vol. 19(2), pp. 34-45.
Type
Peer Reviewed Journal Article
Abstract
Many Hong Kong schools are concerned about the effective use of educational planning for fulfi lling
the diverse needs of ethnic minority students particularly given their growing numbers. No matter what
educational plans for ethnic minority students are made, how they are implemented becomes critical.
This article examines teachers’ narratives of the cross-cultural experiences of ethnic minority students
from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students’ different
learning needs. Qualitative data were collected from interviews, through which the constructs of thirtytwo teachers from three secondary schools were explored. This paper argues that when devising and
implementing an educational plan for promoting the welfare of ethnic minority students, it is not only
necessary for the plan to promote the intercultural sensitivity of all practitioners, but it is equally
important to develop a connected school system where ethnic minority students and parents can be
consistently supported in the subsystems of classroom, school, and home.
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