Bordering on sociocultural boundaries and diversity: negotiating Filipino identities in a Hong Kong multi-ethnic school

Gube, Jan Christian C; Phillipson, Sivanes

doi:10.1080/1070289x.2019.1671678

Cited by 6 publications

(4 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Chinese traditional folk music is a very distinctive form of folk music, which is a good art form and also an art form. In their development process, these ethnic music works have formed their own unique aesthetic characteristics [8]. A large number of ethnic vocal works that make reasonable use of traditional opera music structures and cleverly draw on them have achieved brilliant achievements in the development of Chinese ethnic vocal art.…”

Section: Teaching Of Ethnic Vocal Musicmentioning

confidence: 99%

Exploration of Multimodal Integration Education in Ethnic Vocal Music Teaching

2023

IJECMR

View full text Add to dashboard Cite

Purpose: From a practical perspective, the scientific research level of ethnic vocal music teachers is not ideal. At present, in vocal music teaching, there is a widespread personalized teaching method based on experience, which leads to teachers placing too much emphasis on language expression and neglecting the expression of words. At the same time, there is a lack of theoretical understanding of the relationship between teaching process and teaching effectiveness. Method: In the new era, exploring the teaching mode of ethnic vocal music is an exploration of the teaching mode of vocal music. It is required to reform the teaching of ethnic vocal music from different perspectives, from two aspects: "seeking roots" and "opening up". In the perspective of multimodal integration of educational culture, it is necessary to inherit and promote ethnic music culture, and fundamentally change the ideological concepts of ethnic vocal music teachers, in order to comprehensively improve their teaching ability and professional quality. Result: 53% of the respondents were satisfied with the multimodal integrated education in this article, while 8% considered it average. Conclusion: This article provided a good guarantee for cultivating a large number of excellent ethnic vocal talents.

show abstract

Section: Teaching Of Ethnic Vocal Musicmentioning

confidence: 99%

Exploration of Multimodal Integration Education in Ethnic Vocal Music Teaching

2023

IJECMR

View full text Add to dashboard Cite

show abstract

“…Hong Kong’s turbulent socio-political context may affect youth differently in terms of their belongingness to self, networks, and China as a nation (Gube & Phillipson, 2019). For instance, in a qualitative study of 15 ethnic minority youth in Hong Kong, Kennedy (2016) found that youth expressed a sense of connectedness to local society and to China, despite lacking a strong Hong Kong identity or desire to become Chinese citizens.…”

Section: Review Of the Literaturementioning

confidence: 99%

Belongingness and National Belonging among Youth in Hong Kong

et al. 2021

View full text Add to dashboard Cite

This study examined the multiplicative associations of the social categories of ethnicity (Hong Kong Chinese, mainland Chinese, or ethnic minorities), gender, and socioeconomic status (SES) with overall belongingness (to one’s self, personal networks, and society) and national belonging to China among youth (aged 18–24 years) in Hong Kong. Our analysis revealed similar levels of overall belongingness and national belonging among ethnic minority youth relative to Hong Kong Chinese youth. The intersectionality of mainland Chinese female youth determined a higher degree of belongingness compared with their male counterparts and Hong Kong Chinese female youth. Although SES was positively associated with belongingness, it was not significantly associated with national belonging to China. We provided explanations of these patterns and recommends policy strategies to strengthen individual and national belongingness.

show abstract

“…The publications have revealed many complex and unique factors that influence the education of ethnic minority students in the Chinese language in Hong Kong that have not been explored in other places in China or overseas. While the majority of research on CSL during this period centres around classroom teaching and acquisition (Ma et al, 2017), CSL research in Hong Kong seems to Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review have extended beyond linguistic difficulties (Li & Chuk, 2015) and pedagogy (Shum et al, 2018) to areas including student diversity and equity (Gube & Phillipson, 2019), institutional environments (Shum et al, 2016), language policies (Loh et al, 2019), and sociopolitical conditions (Bhowmik, 2017), to name a few. Following the rapid emergence of CSL education research in Hong Kong, it is vital to carry out a systematic review to summarise and analyse existing studies in the past decade, identifying research gaps and providing directions for further research in the field.…”

Section: Introductionmentioning

confidence: 99%

Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review

Wang

Tsung

2022

Chinese Journal of Applied Linguistics

View full text Add to dashboard Cite

This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice.

show abstract

Bordering on sociocultural boundaries and diversity: negotiating Filipino identities in a Hong Kong multi-ethnic school

Cited by 6 publications

References 45 publications

Exploration of Multimodal Integration Education in Ethnic Vocal Music Teaching

Exploration of Multimodal Integration Education in Ethnic Vocal Music Teaching

Belongingness and National Belonging among Youth in Hong Kong

Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review

Contact Info

Product

Resources

About