This case study explored how the principles of multicultural and intercultural education are reflected in a minority-majority Hong Kong secondary school (that is, a school where most students are ethnic minorities). The findings suggest that the school illustrates several aspects of multicultural and intercultural education, especially content integration, prejudice reduction, equity pedagogy, and democratic deliberation, particularly in relation to school-based material, teacher sensitivity, and dialogical reasoning. The main hurdles discovered are language learning difficulties and an unsupportive social environment. This study contributes to literature on the development of multicultural and intercultural education in Hong Kong and offers directions for generalizable future research.
AdlerP. A., & AdlerP. (1994). Observational techniques. In DenzinN. K., & Y. S. Lincoln (eds.), Handbook of qualitative research (pp. 377–392). SAGE.
2.
BanksJ. A. (1995). Multicultural education: Historical development, dimensions, and practice. In BanksJ. A. & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 3–24). Simon & Schuster Macmillan.
3.
BanksJ. A. (2008). An introduction to multicultural education. Pearson.
4.
BanksJ. A., & BanksC. A. M. (2019). Multicultural education: Issues and perspectives. Wiley.
5.
BaxterP., & JackS. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. Qualitative report, 13(4), 544–559.
6.
BhowmikM. K., & KennedyK. J. (2016). ‘Out of-school’ Ethnic minority young people in Hong Kong. Springer.
Chamberlin-QuinliskC., & SenyshynR. M. (2012). Language teaching and intercultural education: Making critical connections. Intercultural Education, 23(1), 15–23.
9.
ChanC. W. S., LamB. O.-Y., TengY., & LeeM. (2015). Making sense of divergent perceptions of racial-ethnic discrimination in Hong Kong. Multicultural Education Review, 7(1-2), 41–58.
FlyvbjergB. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245.
12.
GaoF. (2019). Ethnic minority students’ progression to university in Hong Kong: Access and equity. Multicultural Education Review, 11(2), 135–148.
13.
GorskiP. C. (2008). Good intentions are not enough: A decolonizing intercultural education. Intercultural Education, 19(6), 515–525.
14.
HillI. (2007). Multicultural and international education: Never the twain shall meet?International Review of Education, 53(3), 245–264.
15.
HolmG., & ZilliacusH. (2009). Multicultural education and intercultural education: Is there a difference. In M.-TalibT., LoimaJ., PaavolaH., & S. Patrikainen (Eds.), Dialogs on Diversity and Global Education. Peter Lang.
16.
JacksonL. (2013). Multicultural or intercultural education in Hong Kong?International Journal of Comparative Education and Development, 15(2), 99–111.
17.
JacksonL. (2014a). Muslims and Islam in U.S. education: Reconsidering multiculturalism. Routledge.
18.
JacksonL. (2014b). Under construction: The development of multicultural curriculum in Hong Kong and Taiwan. The Asia-Pacific Education Researcher, 23(4), 885–893.
19.
JacksonL. (2017). Learning about diversity in Hong Kong: Multiculturalism in liberal studies textbooks. The Asia-Pacific Education Researcher, 26(1), 21–29.
20.
JacksonL., & NesterovaY. (2017). Multicultural Hong Kong: Alternative new media representations of ethnic minorities. Multicultural Education Review, 9(2), 93–104.
21.
LawK.-Y., & Lee, K.-M. (2012). The myth of multiculturalism in ‘Asia's world city’: Incomprehensive policies for ethnic minorities in Hong Kong. Journal of Asian Public Policy, 5(1), 117–134.
22.
LinC., & JacksonL. (2019). Multiculturalism in Chinese history in Hong Kong: Constructing Chinese identity. Asia Pacific Journal of Education, 39(2), 209–221.
23.
LinC., & JacksonL. (2020). Decolonization, nationalism, and local identity: Rethinking cosmopolitanism in educational practice in Hong Kong. Asia Pacific Journal of Education, 40(1), 87–97.
24.
LinJ. C. (2022). Multiculturalism, Chinese identity, and education: Who are we? Routledge.
25.
MeerN., & ModoodT. (2012). How does interculturalism contrast with multiculturalism?Journal of Intercultural Studies, 33(2), 175–196.
26.
NietoS. (2017). Re-imagining multicultural education: New visions, new possibilities. Multicultural Education Review, 9(1), 1–10.
27.
Office of the Ombudsman. (2019). Direct Investigation Report: Government's support for non-Chinese speaking students. Hong Kong.
28.
PunchK., & OanceaA. (2014). Introduction to research methods in education. SAGE.
29.
SalterP., & MaxwellJ. (2018). Navigating the ‘inter’ in intercultural education. Discourse: Studies in the Cultural Politics of Education, 39(1), 15–30.
30.
SchreierM. (2018). Sampling and generalization. In FlickU. (Ed.), The sage handbook of qualitative data collection (pp. 84–97). SAGE.
31.
StakeR. E. (2000). Case studies. In DenzinN. K. & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435–454). SAGE.
32.
ThapaC. B., & AdamsonB. (2018). Ethnicity, language-in-education policy and linguistic discrimination: Perspectives of Nepali students in Hong Kong. Journal of Multilingual and Multicultural Development, 39(4), 329–340.
33.
WestrickJ. M., & YuenC. Y. M. (2007). The intercultural sensitivity of secondary teachers in Hong Kong: A comparative study with implications for professional development. Intercultural Education, 18(2), 129–145.
34.
YinR. K. (1994). Case study research: Design and methods (2nd ed.). Applied Social Research Methods Series, 5. SAGE.
