Prof. Chiu Chi Yue
香港中文大學 社會科學院院長 卓敏心理學講座教授 Dean of Social Science, Choh-Ming Li Professor of Psychology, The Chinese University of Hong Kong
Prof. Chiu Chi Yue is currently Dean of Social Science and Choh-Ming Li Professor of Psychology at The Chinese University of Hong Kong. He received his PhD from Columbia University (New York), and was previously Associate Dean of Social Sciences and Head of Psychology at The University of Hong Kong, and Professor of Psychology at The University of Illinois, and Professor of Management and Marketing and Director of the Cultural Science Institute at Nanyang Technological University. Prof. Chiu’s research covers the social psychology of education, culture and psychology, human motivation and intergroup dynamics. After joining The Chinese University of Hong Kong, he established the Center for Positive Social Science. With sponsorships from the Hong Kong Jockey Club and Bei Shan Tang Foundation, he started to promote systematic, innovative and science-informed positive education in the primary and secondary schools in Hong Kong.
Keynote 主題演講 (Day 1 / 22.11.2018 / 09:00-12:20 )
A Mindset-Based Positive Education Model for Inclusive Education in Hong Kong and Beyond: Research Evidence and Implementation Strategies
In Cantonese 以廣東話進行
Inclusive education assumes that all children can learn and have equal rights to an education in their locality. Inclusive education acknowledges and respects group differences. It demands that education structures, systems and methodologies be enabled to meet the needs of all children, and that cultures, policies and practices in schools be restructured so that they respond to the needs of diverse students in their locality. Inclusive education is part of a wider strategy to promote an inclusive society. However, how can education be inclusive? In this presentation, I will review the evidence for the benefits of exposure to student diversity, which include increase in intergroup sensitivity, intergroup understanding, intergroup learning and creativity. However, exposure to student diversity can also reinforce group stereotypes, decrease prosocial behaviors, increase exclusion of outgroups and dishonest behaviors. I will argue with research evidence and local examples how a positive education based on a polyculturalist (vs. culturalist) mindset as well as its attendant strategies (e.g. culturally responsive classroom management, character strengths such as humanity, wisdom, justice, modesty, self-transcendence, and courage) lays the foundation for an inclusive education in Hong Kong and beyond.