Promoting culturally responsive approaches to caring: The constructs of the cross-cultural experience of ethnic minority students in two Hong Kong primary schools

Abstract

Many schools concern about the growing number of ethnic minority students in Hong Kong. The paper examines how teachers and students constructed the cross-cultural experience of the students from India, Nepal, Pakistan, Philippines, and Thailand. The qualitative data were collected from interview. The views of twenty students and twenty teachers from two primary schools were explored. Further, field notes were used as a supplementary source of data. This paper argues that to implement the ethos of caring, it is necessary for the school and government to develop culturally responsive approaches to catering for the needs of students, and to develop a connected schooling ecology where students and parents are consistently supported in school, at home and in community.