Toward a “caring” curriculum Promoting cultural equity in pre-service teacher education

Jan Gube, Kerry J. Kennedy, Terri N.C. Chan

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

Abstract

The presence of non-Chinese pupils has brought to the fore a widening spectrum of learning needs in Hong Kong schools. Curriculum and teaching standards have likewise made clear the importance of creating equitable - with a view of eliminating barriers to - learning. The pathways to these equity goals from a cultural aspect, however, are unclear. This chapter aims to articulate an innovative approach to curriculum for diverse students by considering a more explicit connection between the notions of “caring” and “equity.” It will be argued that the notion of caring provides an important foundation for equity in teaching, especially in a Chinese schooling context marred by pragmatic and neoliberal conditions. These conditions, in part, underlie the integrationist orientation of curriculum responses to Hong Kong’s increasingly diverse student population. These responses often animate familiar policy and curricular rhetoric on ethnic minority learners’ early acquisition of Chinese language that can eclipse the cultivation of culturally inclusive environments. An expanded vision of equity based on caring attitudes will thus be proposed for teacher education to draw closer attention to the cultural dimensions within the curricular emphasis on learner diversity.

Original languageEnglish
Title of host publicationCurriculum Innovation in East Asian Schools
Subtitle of host publicationContexts, Innovations and Impacts
PublisherTaylor and Francis
Pages231-249
Number of pages19
ISBN (Electronic)9781040254677
ISBN (Print)9781032499703
DOIs
Publication statusPublished - 1 Jan 2024
Externally publishedYes

ASJC Scopus subject areas

  • General Social Sciences

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