A critical perspective of culturally diverse children in the changing school population in Hong Kong.
Published: 2004
Language: eng
Number of pages: 178
Subjects: Acculturation -- Hong Kong.; Ethnic relations -- Hong Kong.; Special education -- Hong Kong.; Ethnic groups -- Education -- Hong Kong.
Description: The thesis examines the effects of the changing school population as a result of the emergence of culturally diverse children in the schools in Hong Kong. The main thrust of this study is to find out factors within the school organization that may enhance or constrain the prospect of democratic schooling for newcomers. The research was carried out in localities having a high population density of newly arrived children (NAC). First hand data were gathered from a sample of nine school administrators and ten teachers through semi-structured interviews. Secondary sources of data were compiled from government policy documents, literature, media documentaries, children's stories and a varied database accessed through libraries and the internet. Data from this study were interpreted against the backdrop of critical pedagogy theory.Major findings of this study indicated that about 66.7% of the sampled schools that applied strict admission standards to rule out marginal standard students did not perceive the new arrivals as a problem. Instead, NAC were seen to bring additive values that could possibly contribute to the schools' fame and consolidate their superior "banding" status. The remaining schools (33.3%) practiced a more open door policy and had a lower banding status. The total number of NAC in these schools was greater than the total in the highly selective schools. Personnel reported numerous difficulties in meeting students' needs as well as in dealing with disruptive and other forms of unwanted behavior.The study found numerous institutional and structural elements that deny most NAC with less valued social and cultural capitals, and fair access to equal opportunity in schooling. As a result of lack of critical awareness of multicultural knowledge at the school and society levels, NAC as a social group face tremendous pressure to conform to a system that disadvantages them. Analysis of data shows that their struggles against being victimized are painful for many. Major issues such as power relations, language, cultural identity, and concept of equality were explored. A multi-level framework for interrogating democratic schooling was used to present findings. The thesis draws implications for future policies, theory and practice, and teacher education.
Notes: Adviser: Stacy Churchill.

Thesis (Ed.D.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1737.