Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.11861/8842
Title: | Building a connected classroom: teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools |
Authors: | Prof. HUE Ming Tak Kennedy, Kerry John |
Issue Date: | 2013 |
Source: | Pastoral Care in Education, 2013, Vol. 31(4), pp. 292-308. |
Journal: | Pastoral Care in Education |
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. |
Type: | Peer Reviewed Journal Article |
URI: | http://hdl.handle.net/20.500.11861/8842 |
ISSN: | 0264-3944 1468-0122 |
DOI: | https://doi.org/10.1080/02643944.2013.811697 |
Appears in Collections: | Counselling and Psychology - Publication |
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