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Critical Pedagogy and Ethnic Minority Students in Hong Kong: Possibilities for Empowerment

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Education, Ethnicity and Equity in the Multilingual Asian Context

Part of the book series: Multilingual Education ((MULT,volume 32))

Abstract

This chapter reports on the author’s use of critical ethnography over the course of 4 years to develop a critical pedagogy praxis, based on humanizing educational practices, meant to empower ethnic minority students at two low-prestige government subsided secondary schools in Hong Kong. Within a Hong Kong educational system orienting individuals and institutions toward local and global market competition, ethnic minority students from families of low socioeconomic status face persistent inequities. The chapter highlights critical pedagogy as an intervention, via Bollywood and Nepalese films as vehicles for engaging students, building critical consciousness, and moving students toward transformative forms of resistance. It concludes with a call for critical hope and suggestions for building a greater movement for critical pedagogy in Hong Kong by increasing theoretical critical deconstruction of society and education and generating critical construction of practices grounded in the local context.

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Authors and Affiliations

  1. The University of Hong Kong, Hong Kong SAR, China

    Carlos Soto

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  1. Carlos Soto
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Correspondence to Carlos Soto .

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  1. The Education University of Hong Kong, Hong Kong SAR, China

    Jan GUBE  & Fang GAO  & 

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Soto, C. (2019). Critical Pedagogy and Ethnic Minority Students in Hong Kong: Possibilities for Empowerment. In: GUBE, J., GAO, F. (eds) Education, Ethnicity and Equity in the Multilingual Asian Context. Multilingual Education, vol 32. Springer, Singapore. https://doi.org/10.1007/978-981-13-3125-1_12

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  • DOI: https://doi.org/10.1007/978-981-13-3125-1_12

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