Globally Minded Community Learning Programme
Background
Hong Kong classrooms are increasingly becoming culturally diverse. According to the 2016 Census, 38,075 ethnic minorities aged under 15 were represented in Hong Kong’s educational institutions, accounting for 5.9% of total students.
In responding to the current educational needs, the Education Bureau adopted the Professional Standards for Teachers of Hong Kong (known as T-standard+) to enhance teachers’ professional development. It described that a distinguished teacher should “work on the design, implementation, and evaluation of school practices and policies to ensure all students are treated with equity and can learn and grow from the enriched experience that a pluralistic culture can offer.” (Standard One)
As teacher educators and researchers, we aim to create a better education environment for both locals and ethnic minorities in Hong Kong. We believe that achieving education equity does not mean providing the same to all, but providing all with the same opportunity to be the one they want. As a first step, we aim to enhance pre-service teachers' capacity in building an equal, respectful, and inclusive classrooms for all in Hong Kong.
Project Objectives
Reflect on the global perspectives and values related to Hong Kong’s diverse community and school contexts
Heighten the cultural awareness of young people and teachers in Hong Kong through community and experiential learning activities
Develop Standards for Inclusive and Equitable Education and mutual support initiatives based on the feedback of community members and education professionals regarding Hong Kong’s multicultural talent pool
Expected outcomes
(To know) Examine the global values related to Hong Kong’s diverse community and school contexts
(To care) Develop an awareness of the lives of learners from different cultural groups in Hong Kong through community and experiential learning activities
(To act) Apply relevant global perspectives to teaching that form the basis of addressing the needs and aspirations of culturally diverse learners
THREE challenges for the participants
(To know): Challenging ourselves to re-learn the global values in teaching and community contexts
(To care): Challenging ourselves to know more about our community as a global village, particularly Hong Kong’s pluralistic culture
(To act): Challenges ourselves to act more equitably in our professional and community contexts that build on the strengths of our learners’ differences
