Culturally Responsive Leadership in Hong Kong: Establishing an Imperfect Counter-Space Through an Inclusive School Climate

Abstract

Purpose: South Asian students in Hong Kong belong to one of the fastest growing diverse groups in the city. Historically, Hong Kong South Asians have experienced social and educational structures that have complicated their collective progress. Particularly, South Asian students face unwelcoming school climates that are exclusive of their identities. The purpose of this study is to explore the ways in which school level leaders enact their roles to foster an inclusive school climate at a South Asian majority secondary school in the city of Hong Kong. Research Design: An in-depth qualitative case study was conducted. Data were collected through 51 interviews, observations, and document analysis. A culturally responsive leadership framework was used to analyze the data. Findings and Conclusion: Findings from this article cast a light on how Hong Kong leaders can potentially contribute to the creation of more welcoming school environments for diverse students. The discussion focuses on the possibilities and challenges for inclusive school climates in Hong Kong and their potential to create counter-spaces that engage South Asian students despite prevailing challenges. This study can better inform educators who serve diverse students in Hong Kong and similar East Asian contexts. The findings offer insights into the possibilities and challenges for culturally responsive school climates in contexts different from Western liberal democracies.