ABSTRACT
Hong Kong is a multicultural society without any multicultural policy support. This chapter begins with a summary of the author's research findings on teachers' narratives about promoting cultural responsiveness in Hong Kong schools. In promoting cultural responsiveness, the teachers also faced the challenge of dealing with the cultural incongruities between students' homes and the school. The chapter then focuses on the importance of teachers' leadership in creating culturally responsive classrooms, and encourages teachers to think reflectively about the educational purpose for which they are working. Based on research findings indicating that teachers' multicultural competence affects cultural responsiveness, the chapter moves on to suggest culturally responsive strategies for instruction and classroom management. Evidence is provided and ideas are offered about how ethnic minority students can be effectively supported in the classroom, and how they can be better engaged in the 'transformative' process of learning.
