Building a Connected Classroom: Teachers' Narratives about Managing the Cultural Diversity of Ethnic Minority Students in Hong Kong Secondary Schools

Autor/inn/en	Hue, Ming-Tak; Kennedy, Kerry John
Titel	Building a Connected Classroom: Teachers' Narratives about Managing the Cultural Diversity of Ethnic Minority Students in Hong Kong Secondary Schools
Quelle	In: Pastoral Care in Education, 31 (2013) 4, S.292-308 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2013.811697
Schlagwörter	Foreign Countries; Minority Group Students; Cultural Differences; Student Diversity; Secondary Schools; Secondary School Teachers; Secondary School Students; Interviews; Personal Narratives; Interpersonal Relationship; Teaching Methods; Family School Relationship; Discipline; Context Effect; Qualitative Research; Socioeconomic Background; Student Needs; Student Evaluation; Caring; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Sekundarschule; Sekundarschüler; Interviewing; Interviewtechnik; Erlebniserzählung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Disziplin; Qualitative Forschung; Sozioökonomische Lage; Schulnote; Studentische Bewertung; Care; Pflege; Sorge; Betreuung; Hongkong
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10