首页>
外文期刊>Educational Studies
>The challenges of making school guidance culturally responsive: narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools
【24h】
The challenges of making school guidance culturally responsive: narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools
Many Hong Kong schools are concerned about the growing number of ethnic minority students. How they are supported and how the diversity of their pastoral needs is fulfilled become critical. This article examines teachersâ, studentsâ and parentsâ narratives of the crossâcultural experience of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those studentsâ pastoral needs. The qualitative data were collected from interviews, through which the constructs of 32 teachers and 32 students from three secondary schools were explored. Four groups of focusâgroup interviews were conducted, in which 15 parents were involved. This article argues that to implement the ethos of caring, it is not only necessary for the school to promote the intercultural sensitivity of all practitioners, but equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school and home.View full textDownload full textKeywordsschool guidance, ethnic minority, cultural responsiveness, pastoral care, narrative studyRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03055690903425383
展开▼