Teachers' experiences in teaching Chinese Australian students in health and physical education

Bonnie Pang, Hannah Soong

Research output: Contribution to journalArticlepeer-review

11 Citations (SciVal)


Despite the increasing number of students from "Asian" backgrounds in Australian schools, little consideration has been given to the experiences of Health and Physical Education (HPE) teachers in teaching these students. This paper centres on the experiences of eight Anglo-Celtic Australian HPE teachers teaching mainly Chinese students in two schools in Queensland. In order to understand the nuanced diversity of their teaching experiences, three key theories were drawn on. They include: Bourdieu's concepts of capital and (mis)recognition, Chinese "complementary difference" and postcolonialism. Underpinned by critical and interpretive ethnographic methods, this paper also discussed key implications for promoting diversity in HPE.

Original languageEnglish
Pages (from-to)84-93
Number of pages10
JournalTeaching and Teacher Education
Early online date1 Mar 2016
Publication statusPublished - 31 May 2016

Bibliographical note

Publisher Copyright:
© 2016 Published by Elsevier Ltd. All rights reserved.

Copyright 2016 Elsevier B.V., All rights reserved.


  • Bourdieu
  • Complementary difference
  • Diversity education
  • Health and physical education teachers
  • Postcolonialism
  • Young Chinese

ASJC Scopus subject areas

  • Education


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