Bordering on sociocultural boundaries and diversity: negotiating Filipino identities in a Hong Kong multi-ethnic school

ABSTRACT

This article illustrates the interface of ethnic identities and a multi-ethnic learning environment in a predominantly Chinese society. Hong Kong – whilst reputed as an Asian international city – has displayed reticence in promoting multicultural initiatives and inclusiveness at a policy level. In this context, this study draws on a sociocultural perspective and interviews with a group of ethnic minority Filipino secondary school students. The interview data point to juxtapositions of ethnic identities with reference to students’ interactions with peers from same and different ethnic groups, ethnic in-group practices, and a schooling discourse that reflects Chinese language expectations and recognition of cultural diversity. The analysis, as a result, specifies how schooling experiences in this case become grounds for identity tensions in being a Filipino and a Hong Kong person. These tensions caution against tacit sociocultural relations in learning environments resulting from school-initiated multicultural practices without broader and explicit policy support for culturally diverse student population.

KEYWORDS:

• Ethnic minority
• Filipino
• identity
• Hong Kong
• multicultural
• multi-ethnic

Acknowldgements

The authors extend a special thanks to three anonymous reviewers and Benjamin ‘Benji’ Chang for their helpful and pointed feedback on a draft of this article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The data collection and initial analysis were supported by Tasmania Graduate Research Scholarship and Tuition Fee Scholarship from the University of Tasmania.