ERIC Number: EJ970645
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 42
Creation of Culturally Responsive Classrooms: Teachers' Conceptualization of a New Rationale for Cultural Responsiveness and Management of Diversity in Hong Kong Secondary Schools
Hue, Ming-Tak; Kennedy, Kerry J.
Intercultural Education, v23 n2 p119-132 2012
Presently, 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.
Descriptors: Secondary School Students, Interviews, Student Diversity, Cultural Pluralism, Foreign Countries, Minority Groups, Ethnic Groups, Teacher Attitudes, Qualitative Research, Student Needs, Cultural Awareness, Semi Structured Interviews, Family School Relationship, Classroom Techniques
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong