Creation of culturally responsive classrooms: teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools

Abstract

of Curriculum Studies, The Hong Kong Institute of Education, Tai Po, Hong KongPresently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers' views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home-school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers' new rationale of cultural responsiveness, is proposed.

Under Construction: The Development of Multicultural Curriculum in Hong Kong and Taiwan

“…Such a mindset has been reported to have implications for student achievement, as mainstream teachers have low expectations for non-Chinese students and view educational equity as less important than basic educational ''sufficiency,'' within a Confucian rather than cosmopolitan, intercultural mindset Kennedy 2013, 2012). Thus, given the overrepresentation of Chinese and/or Hongkonger educators in the schools (Hue and Kennedy 2012), multicultural values are not likely well-reflected in most students' experiences in Hong Kong.…”

The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools : from policy to practice = El desafío de promover la educación de los grupos étnicos minoritarios y la diversidad cultural en las escuelas de Hong Kong : de las políticas a la práctica

“…The teachers are generally concerned with teaching strategies rather than legal requirements concerning anti-discrimination or the rights of ethnic minority people in Hong Kong. For example, as the findings of the authors' interview study show (HUE & KENNEDY, 2012, most teachers believe that their schools have put a serious effort into developing various strategies for supporting ethnic minority students. The teachers feel they have operated with an ethos of fairness and cultural harmony toward creating a discrimination-free environment.…”

“…However, for those schools where ethnic minority students are accommodated, little research is available to inform teachers of the implementation of the "no loser" principle. It remains unclear how teaching and learning might be better focused to promote learning for ethnic minority students, and how relevant practices can be adopted for this purpose (HUE & KENNEDY, 2012. Moreover, little attention has been paid to non-Chinese students in the unique cultural and educational context of Hong Kong society.…”

“…This section discusses some of the findings from the authors' study (HUE & KENNEDY, 2012 Comparada, 23 (2014), 117-134 ISSN: 1137 in which 32 secondary school teachers shared their narratives and observations concerning their management of cultural diversity in the classroom. The focus is on the teachers' understandings of multiculturalism and their views on developing a rationale for addressing the issues of cultural diversity.…”

“…It then shifts to the practical level by reporting some findings from the authors' interview study of teachers' narratives on managing cultural diversity in the classroom (HUE & KENNEDY, 2012.…”