Abstract:
The thesis investigates how one local mainstream primary school in Hong Kong is
making multicultural education possible. Learner and learning diversity is an
increasingly complex issue in schools world-wide. In Hong Kong, the current education
policy has as a core value that all students have the right to learn. Yet finding effective
ways to manage students with diverse educational needs is problematic for local schools.
This research is a case study of one primary school that is trying to implement
multicultural educationto improve equitable learning opportunities for all their students.
The current research topic emerged following findings from a previous project in which
one hundred local Hong Kong teachers were found to have negative perceptions
regarding catering for student diversity in their teaching (Yeung, 2005, 2006). The
teachers' perceptions of students' abilities were influenced by students' test scores or
socio-cultural backgrounds. The local teachers are trained to work effectively with only
one dominant culture and they are unprepared to acknowledge the cultural differences in
schools. Teaching students from a range of backgrounds with diverse needs brings
about feelings of anxiety in schools.
In the current study, I emply a constructivist approach, that is, I discuss how
teachers re-shaped their perceptions, beliefs and behaviours as they developed and
implemented a school-based multicultural education project. I sought to understand and
examine how multicultural education was socially constructed and enacted by teachers
in one school. The two major research questions are: Firstly, how is multicultural
education socially constructed and enacted by teachers in mainstream school through
the integration of organizational, collegial and student-teacher factors? Secondly, if
there are any barriers, what are appropriate strategies or supportive measures that foster
implementation of multicultural education in a local school?
This is qualitative study that uses ethnographically-oriented methods comprising
document analysis, observations, semi-structured interviews and focus group meetings.
I examine Hong Kong education policies and multicultural education theories and
develop a transformative and holistic approach to achieving multicultural change in a
whole school.
In conclusion, it is expected that the study findings all assist educators in Hong
Kong to further understand present challenges in the school system regarding managing
diversity and attaining multicultural education goals. In particular, the study provides
positive teaching and learning strategies that could be implemented to address problems
of diverse learning needs, and to promote or develop equitable opportunities for all
students.
