Education, Ethnicity and Equity in the Multilingual Asian Context

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 anddevelopments by Springer.

• 1 From living in cultural and linguistic diversity to equitable outcomes in education: An introduction.- Part I Language practices and policy.- 2 Ethnicity and equity: The development of linguistic capital for a sub-group of South Asian individuals in Hong Kong.- 3 Identity and investment in learning English and Chinese: An ethnographic inquiry of two Nepali students in Hong Kong.- 4 Linguistic landscape and social equality in an ethnic tourism village in Guizhou, China.- 5 Language as gatekeeper for equitable education: Multilingual education in Cambodia.- Part II Racialized discourse, identity and diversity.- 6 Who is "diverse"?: (In)tolerance, education and race in Hong Kong.- 7 Unresolved tensions in Hong Kong racialized discourse on ethnic minorities: Rethinking differences in educating about ethnic minorities.- 8 Citizenship status and identities of ethnic minorities: Cases of Hong Kong Filipino youth.- 9 A forgotten diaspora: Russia-Koreans negotiating life, education and socialmobility.- 10 The analysis on discrimination experienced by immigrants in Korea and its implications for multicultural human rights education policies.- Part III Education equity and equality: Provisions and interventions.- 11 Ethnic minority youth people's education in Hong Kong: What caused their school failure?.- 12 Critical pedagogy and ethnic minority students in Hong Kong: Possibilities for empowerment.- 13 Parental involvement and participation in university among ethnic Koreans in China.- 14 Addressing ethnic and religious diversity issues in Pakistan: A qualitative content analysis of the recent curriculum policy document.- 15 Power relation and education of the Korean minority in the Japanese Karafuto and Soviet/Russian Sakhalin.- 16 Challenges for interethnic relations, language and educational equity in Asia.