Education Across Borders in Hong Kong

Chan, Philip Wing Keung; Kabir, Ariful Haq

doi:10.1007/978-94-6209-692-9_12

Cited by 12 publications

(12 citation statements)

References 6 publications

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“…CBS are often seen to be disadvantaged because of their long commutes, usually relatively low socio-economic status, and difficulties (at first) in mastering Cantonese, written traditional Chinese characters (as opposed to simplified characters used on the Mainland) and English that are the mediums of education in Hong Kong. These factors constrain these children from fully participating in and benefiting from school life, which in turn limits their full integration and social upward mobility (Chan & Kabir, 2014 ; Chan & Ngan, 2018 ; Chiu & Choi, 2019 ; Equal Opportunities Commission, 2019 ; Yuen, 2011 ). Little is known, however, about how in/exclusion is played out at schools.…”

Section: Introductionmentioning

confidence: 99%

Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Leung

Waters

Ki³

2021

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Around 30,000 children living in Shenzhen, Mainland China cross the border to Hong Kong to attend school every day. This paper focuses on the school as a key meso-level organisation that mediates macro-level policies and micro-level everyday life experiences among these children and their families. We advocate a relational, spatial perspective, conceptualising schools as webs of intersecting physical, social and digital spaces, where differences between the “locals” and “others” are played out, negotiated and (re)produced, and in turn giving rise to specific (and understudied) geographies of in/exclusion. Drawing on our qualitative research, we offer a close reading of three exemplary school spaces: (i) the physical classroom and school grounds, (ii) the digital classroom, and (iii) at the school gate. Our findings demonstrate the complex and at times contradictory ways in which “the school” is a place of both inclusion and exclusion. It is a dynamic and power-traversed space where social differences between the “locals” and the “others” are played out, contested and redefined continuously.

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Section: Introductionmentioning

confidence: 99%

Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Leung

Waters

Ki³

2021

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“…Some were concerned about the safety and long traveling hours of these young children (Chen and Nai, 2012;Leung, 2012;Hong Kong Federation of Youth Groups, 2014) and their limited participation in extra-curricular activities (Yuen, 2011). Some were worried about CBS' learning, especially their command of Cantonese and English, as their parents have different cultural backgrounds and limited knowledge of Hong Kong's education system (Chan and Kabir, 2014;Yuen, 2011). Some were concerned with the identity and sense of belonging of young commuters, as CBS have to shuttle between two different political and cultural systems and have few opportunities to understand Hong Kong culture (Chen and Nai, 2012;Leung, 2012;Yuen, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Where causes of CBS are concerned, most studies attribute the superiority of Hong Kong's education system as the primary motivator (Chan and Kabir, 2014;Chen and Nai, 2012;Leung, 2012;Yuen, 2011). Some researchers also identify a list of push-pull factors in this respect, such as the ruling of the Chong Fung Yuen case (the Ruling), the Individual Visit Scheme (IVS) policy, the attractiveness of Hong Kong's welfare system, the global mobility promised by Hong Kong passports and the restrictive one child policy and household registration system (hukou) in China (Chan and Kabir, 2014;Chen and Nai, 2012;Huang, 2016;Leung, 2012). , thereby contributing to the rapid growth of CBS.…”

Section: Introductionmentioning

confidence: 99%

‘Border’ matters in discussions of cross-border students

Chan¹,

Ngan

Wong³

et al. 2017

STICS

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Purpose Cross-border students – children who are permanent residents of Hong Kong but live on the mainland and travel across the border to school every day – have been an important social, educational and political issue in Hong Kong. Nevertheless, current discussions regarding this issue focus mainly on the group of students whose parents are Chinese residents and seldom examine the wider contribution of social, geo-political, global-economic and policy changes to the phenomenon. These shortcomings have limited the understanding of the role of the state and the varied needs of these child migrants from diverse family backgrounds. This paper aims to address these gaps. Design/methodology/approach It proposes to bring changing border and immigration policies in Hong Kong back into the current analysis and offers a case study of border history. It revisits publications on Hong Kong’s immigration and migration policies, official statistics and government policy papers and (re)constructs the border changes that took place during the period from 1950 to 2013, which led to the rise and complexity of cross-border students. Findings This critical historical review offers two important findings: First, it reveals how the government, through its restrictive and liberalized border regulations, has constrained and produced different types of cross-border families. Second, it shows that cross-border students come from diverse family configurations, which have adopted cross-border schooling as a family strategy. Originality/value These findings underscore the importance of historical perspective, the wider context in migration studies, the centrality of the state in migrant families and a differentiated understanding of child migrants.

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“…A large number of children travel between mainland China and Hong Kong every day to pursue education, who are known as cross-boundary children (P. W. K. Chan & Kabir, 2014). Shuttling between two cities and two cultures every day, cross-boundary children are exposed to multiple stressors, such as physical fatigue, language hassles, limited participation in after-school activities, and ambiguous and stigmatized citizenship status (A. K. W. Chan & Ngan, 2018; P. W. K. Chan & Kabir, 2014). These acculturation-related stressors can increase the children's risk of suffering from poor mental health, such as depression and anxiety (Perreira et al, 2018;Schwartz et al, 2015).…”

mentioning

confidence: 99%

“…These acculturation-related stressors can increase the children's risk of suffering from poor mental health, such as depression and anxiety (Perreira et al, 2018;Schwartz et al, 2015). The parents of cross-boundary children also face various stressors, such as economic strain, uncertainties about the future, difficulties in reaching the schools, and unfamiliar with Hong Kong (A. K. W. Chan & Ngan, 2018; P. W. K. Chan & Kabir, 2014). These cumulative parentingrelated stresses put parents at a high risk of mental health problems (Nomaguchi & Milkie, 2017).…”

mentioning

confidence: 99%

Enhancing resilience in cross-boundary families: A parent–child parallel group intervention

Liu

2020

Journal of Social Work

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Summary Cross-boundary children and their parents suffer from various stressors and mental health problems. This pilot study aimed to investigate whether an emotion regulation parallel intervention for children and parents enhanced resilience and mental health among both groups. A total of 38 pairs of cross-boundary children and parents participated in concurrent but separate intervention sessions. Three waves of tests (i.e. pre-, post-, and one-month follow-up tests) were conducted, using t-tests to evaluate the time effects during the intervention. Findings The children and parents reported significant improvements in positive affect, resilience, and family harmony, as well as a reduction in depressive symptoms following the emotion regulation intervention. For both children and parents, over half of the participants who were in the high-depression category have crossed the threshold, from high to low level of depression at post-test, and participants with higher depression levels generally benefited more from the intervention. Applications Future researchers seeking to implement demand-driven and practice-based interventions in community settings should consider contextual and cultural sensitivity, and involve community stakeholders (e.g. cross-boundary family members and social workers) in all aspects of the research process with a given community-based participatory research approach. Screening based on depression may maximize the benefits to the participants. The essential components, as well as the fidelity measures of the intervention, should be refined. Randomized controlled trials are advocated in future studies to test the efficacy and effectiveness of the intervention in different contexts (e.g. clinical and community populations).

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Education Across Borders in Hong Kong

Cited by 12 publications

References 6 publications

Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

‘Border’ matters in discussions of cross-border students

Enhancing resilience in cross-boundary families: A parent–child parallel group intervention

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