Glocalizing Inclusive Quality Education in Hong Kong: From Pedagogical Challenges to Research Opportunities

Abstract

Since the launch of the Whole School Approach to Integrated Education (WSA) in 1997, mainstream schools in Hong Kong have been admitting an increasing diversity of learners. They include, for example, children identified with different categorical learning needs, and more recently those who learn Chinese as a second language. Nonetheless, many teachers in this predominantly Chinese community remain skeptical to date about their pedagogical capacity for achieving greater inclusion. This paper discusses the contextual challenges of glocalizing inclusive quality education in Hong Kong. In response to the teachers' concern about their professional readiness to support the learning of all children, it proposes a research framework for understanding their inclusive pedagogy-as a bottom-up approach to inform the development of more cultural-specific inclusive teacher education therein.

The Global Diffusion of Social Innovations – An Analysis of Twitter Communication Networks Related to Inclusive Education

“…However, studies show that even among the signatories of the convention there are still great differences concerning the implementation of Article 24. Most studies that examine different approaches to implementing inclusive education focus on single countries or conduct crossnational, comparative studies (e.g., Ainscow et al, 2006;Powell et al, 2016;Li, 2018). These studies suggest, among others, differences in the role of government or in the various national traditions around the schooling of persons with disabilities, which in turn result in differences in the national discourse about the issue.…”