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Building a connected classroom: teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools
Author(s)
Date Issued
2013
Journal
ISSN
0264-3944
1468-0122
Citation
Pastoral Care in Education, 2013, Vol. 31(4), pp. 292-308.
Type
Peer Reviewed Journal Article
Abstract
Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India, Nepal, the Philippines and Thailand. Qualitative data were collected from interviews, through which the narratives of twenty-four teachers from four secondary schools were explored. The study showed that to address cultural diversity, a ‘connected’ classroom should be established by promoting interpersonal relationships, developing adaptive teaching strategies, keeping the balance between guidance and discipline and strengthening home-school collaboration. Implications for the development of teacher education will be presented.
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