The book addresses issues related to the education of ethnic minority individuals in the multilingual Asian region. It features recent research and practices of scholars aiming to rethink educational policy and practice surrounding the education of ethnic minority students with a variety of language scenarios in Hong Kong and other Asian contexts. It documents how ethnicity and inequality are played out at policy, school, and individual levels, and how these affect the education of ethnic minorities in their host societies. Using a range of methods, from surveys to interviews and document analysis, this book describes the links between language, identity and educational inequality related to ethnic minorities in Asian contexts.

Autorentext

Jan Gube is Postdoctoral Fellow at the Department of Education Policy and Leadership, The Education University of Hong Kong. A linguist by training, educational researcher by profession, social scientist by inclination, his work addresses how people make sense of their identities through language, diverse cultures, communities and learning environments. As a result, his publications are related to ethnicity, diversity and equity, among a variety of educational issues. In 2017, Jan received the International Education Association of Australia Outstanding Postgraduate Thesis award. He is writing a monograph Ethnic identities within a multi-ethnic school: Tales and social currencies of Filipino students in Hong Kong (under contract with Springer).

Fang Gao is Assistant Professor at the Department of International Education and Lifelong Learning. Her main research interests are minority education and higher education. She has published Becoming a model minority: Schooling experiences of ethnic Koreans in China (Lexington Books, 2010), 27 papers in international refereed journals such as the Journal of Multilingual and Multicultural Development, Race Ethnicity and Education, British Educational Research Journal, British Journal of Sociology of Education, Gender and Education, International Journal of Bilingual Education and Bilingualism, Comparative Education, Educational Research, Educational Review, Teachers and Teaching: Theory and Practice, Current Issues in Language Planning, Asia Pacific Journal of Education, and Asian Ethnicity, as well as 13 refereed book chapters. Her second monograph Power, identity, and second language learning: Teaching and learning Chinese as a second language in China is in preparation and will be published by Routledge. She is also the editor of the upcoming book Tertiary education in Asia and Eurasia: Sustainable policies, practices and developments by Springer.

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