Darren Bryant

1 month ago | tandfonline.com | Jan Christian Gube |Darren Bryant

ABSTRACTThis article examines how teachers interpret a global education curriculum in an ethnically diverse secondary school in Hong Kong. It contributes to broader discussions about the intersections of global and multicultural education. Using zone theory, we analyse how a group of global education teachers navigate the school’s institutional and cultural contexts, particularly in relation to their curriculum decisions.