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Equity and ethnicity in Hong Kong: Implications for teacher education

Citation

Connelly, J and Gube, JCC, Equity and ethnicity in Hong Kong: Implications for teacher education, International Society for Teacher Education Journal, 17, (1) pp. 113-125. ISSN 1029-5968 (2013) [Refereed Article]


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Copyright 2013 International Society for Teacher Education

Official URL: http://isfte.org/Default.aspx

Abstract

Ethnic minorities (EM) comprise 5% of Hong Kong’s population of 7 million. In schools 3% (14,000) are ethnic/linguistic minority students whose poor achievement in senior secondary years is evidence of disproportionate educational outcomes compared with those of Chinese speaking students. The government has rolled out support measures to meet the learning needs of EM students. Research reported here gathered perceptions of the impact of these support measures in achieving the stated objectives - minimising language and cultural barriers to school achievement, and facilitating smooth integration of EM students into Hong Kong society. Findings reveal that the singularly focused pedagogical provision for Chinese language acquisition is too narrow and exposes the role language policy plays in the construction of social inequality in Hong Kong. There are absences; unacknowledged culture diversity; unaddressed discrimination, and unrecognised pedagogical challenges emanating from teachers’ calls for more support.

Item Details

Item Type:Refereed Article
Keywords:equity, ethnicity, Hong Kong, discrimination, pedagogical challenges
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Ethnic Education (excl. Aboriginal and Torres Strait Islander, Maori and Pacific Peoples)
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Equity and Access to Education
Author:Gube, JCC (Mr Jan Gube)
ID Code:88552
Year Published:2013
Deposited By:Education
Deposited On:2014-02-06
Last Modified:2014-08-07
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