An intercontinental inquiry on multicultural education Canadian and Hong Kong university students co

An intercontinental inquiry on multicultural education Canadian and Hong Kong university students co

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Full Terms & Conditions of access and use can be found at Intercultural Education ISSN: 1467-5986 (Print) 1469-8439 (Online) Journal homepage: An intercontinental inquiry on multicultural education: Canadian and Hong Kong university students connected through a Web 2.0 learning environment Jia Li & Zheng Zhang To cite this article: Jia Li & Zheng Zhang (2015) An intercontinental inquiry on multicultural education: Canadian and Hong Kong university students connected through a Web 2.0 learning environment, Intercultural Education, 26:6, 562-583, DOI: 10.1080/14675986.2015.1109773 To link to this article: Published online: 12 Feb 2016. Submit your article to this journal Article views: 165 View Crossmark data
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An intercontinental inquiry on multicultural education: Canadian and Hong Kong university students connected through a Web 2.0 learning environment Jia Li a * and Zheng Zhang b a Faculty of Education, University of Ontario Institute of Technology, Oshawa, Canada; b Chinese University of Hong Kong, Hong Kong, China Adopting Cummins model of intervention for collaborative empowerment, this study reports on a transnational project that examines (1) the effectiveness of enhancing critical cultural awareness by engaging culturally diverse university students in online discussions and (2) students perspectives on understanding different cultures through mass media and technology advances. Thirty- fi ve Canadian and 47 Hong Kong university students participated in the project inte- grating aspects of multicultural education. The results of thematic analysis of the scripts of their postings showed that the innovative learning environment pro- vided students an authentic and constructive intercultural learning experience. It enhanced their cultural sensitivity and competence and reinforced their critical awareness of various texts, information, and discourse arising from the use of new technologies. The results indicated that, when paired with appropriate instructional design, Web 2.0 technologies have a great potential to facilitate multicultural education and practices through effectively forming transnational learning communities that harness the strengths of diverse students. Keywords: multiculturalism; critical cultural awareness; Web 2.0; Canadian and Hong Kong university students; transformative pedagogy Introduction For the past decade, increased immigration, population mobility, and advances in new technologies have enabled many cities to transform into multilingual and multi- cultural societies, providing enriched exposure to diverse cultures. For example, 47% of Toronto s population, 1.31 million people (2.58 million in the Greater Toronto Area (GTA)), reported being part of a visible minority, with over 140 lan- guages and dialects being spoken in the city (City of Toronto 2014 ). This diversity leads to many changes in the ethnic composition in urban schools and also inevita- bly poses great challenges for school systems and all educational sectors. To ensure
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