Creating Pathways for Cultural Inclusion: Informal Learning and Teacher Education in Hong Kong

Jan Gube, Ngok Cheng Chan, Daphnee Lee, Kerry J. Kennedy, Miron Bhowmik

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Developing cultural inclusiveness has been a prominent agenda in European and North American teacher preparation programmes. Beyond these societies, however, discussion on teacher education programme diversity remains tokenistic. Hong Kong, a city often marketed as Asia's World City, is not an exception, given the relatively recent history in the representation of minority groups and the enactment of an anti-racial discrimination ordinance in 2009. This lacuna thus raises questions about teachers’ preparedness to engage with the growing concerns for educational equity for ethnically diverse learners. This chapter describes and reflects on an informal learning programme within a Hong Kong university that has taken up the challenge of engaging pre-service teachers more explicitly about cultural diversity. The informal programme applies a ‘to know, to care, to act’ approach in collaboration with a social enterprise to offer students virtual experiential learning opportunities with ethnically diverse communities. The programme aimed at developing learners’ global competence as aspiring teachers of diverse learners. In doing so, this chapter advances theoretical arguments about merging global and multicultural education frameworks. This is a means to foster contact and learning between pre-service teachers and ethnically diverse learners and provides a pathway for promoting cultural inclusion in schools.

Original languageEnglish
Title of host publicationPromoting Inclusive Systems for Migrants in Education
PublisherTaylor and Francis
Pages143-163
Number of pages21
ISBN (Electronic)9781003860549
ISBN (Print)9781032193045
DOIs
Publication statusPublished - 1 Jan 2024
Externally publishedYes

ASJC Scopus subject areas

  • General Social Sciences

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