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- Publisher Website: 10.1163/25902539-05040002
- Scopus: eid_2-s2.0-85182686023
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Article: Multicultural and Intercultural Education in Hong Kong: Insights from a Minority-Majority Secondary School
Title | Multicultural and Intercultural Education in Hong Kong: Insights from a Minority-Majority Secondary School |
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Authors | |
Keywords | Chinese ethnic minorities Hong Kong intercultural education multicultural education |
Issue Date | 13-Dec-2023 |
Publisher | Brill Academic Publishers |
Citation | Beijing International Review of Education, 2023, v. 5, n. 4, p. 423-448 How to Cite? |
Abstract | This case study explored how the principles of multicultural and intercultural education are reflected in a minority-majority Hong Kong secondary school (that is, a school where most students are ethnic minorities). The findings suggest that the school illustrates several aspects of multicultural and intercultural education, especially content integration, prejudice reduction, equity pedagogy, and democratic deliberation, particularly in relation to school-based material, teacher sensitivity, and dialogical reasoning. The main hurdles discovered are language learning difficulties and an unsupportive social environment. This study contributes to literature on the development of multicultural and intercultural education in Hong Kong and offers directions for generalizable future research. |
Persistent Identifier | http://hdl.handle.net/10722/346453 |
ISSN | 2023 SCImago Journal Rankings: 0.204 |
DC Field | Value | Language |
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dc.contributor.author | Ma, Peicong | - |
dc.contributor.author | Bhowmik, Miron | - |
dc.contributor.author | Lin, Jason Cong | - |
dc.contributor.author | Jackson, Liz | - |
dc.date.accessioned | 2024-09-17T00:30:41Z | - |
dc.date.available | 2024-09-17T00:30:41Z | - |
dc.date.issued | 2023-12-13 | - |
dc.identifier.citation | Beijing International Review of Education, 2023, v. 5, n. 4, p. 423-448 | - |
dc.identifier.issn | 2590-2547 | - |
dc.identifier.uri | http://hdl.handle.net/10722/346453 | - |
dc.description.abstract | This case study explored how the principles of multicultural and intercultural education are reflected in a minority-majority Hong Kong secondary school (that is, a school where most students are ethnic minorities). The findings suggest that the school illustrates several aspects of multicultural and intercultural education, especially content integration, prejudice reduction, equity pedagogy, and democratic deliberation, particularly in relation to school-based material, teacher sensitivity, and dialogical reasoning. The main hurdles discovered are language learning difficulties and an unsupportive social environment. This study contributes to literature on the development of multicultural and intercultural education in Hong Kong and offers directions for generalizable future research. | - |
dc.language | eng | - |
dc.publisher | Brill Academic Publishers | - |
dc.relation.ispartof | Beijing International Review of Education | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Chinese | - |
dc.subject | ethnic minorities | - |
dc.subject | Hong Kong | - |
dc.subject | intercultural education | - |
dc.subject | multicultural education | - |
dc.title | Multicultural and Intercultural Education in Hong Kong: Insights from a Minority-Majority Secondary School | - |
dc.type | Article | - |
dc.identifier.doi | 10.1163/25902539-05040002 | - |
dc.identifier.scopus | eid_2-s2.0-85182686023 | - |
dc.identifier.volume | 5 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 423 | - |
dc.identifier.epage | 448 | - |
dc.identifier.eissn | 2590-2539 | - |
dc.identifier.issnl | 2590-2539 | - |