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Semistructured interviews with principals, administrators, and teachers were coded with NVivo to identify conceptual and emergent themes. Results clarify how administrators and teachers promote student empowerment through a harmony-oriented, Confucian-influenced approach emphasizing whole-person development, a strengthened collective school unit, and decision-making centered on “fairness.”",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-harmony-based-approach-to-student-diversity-article-summary/601537/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-harmony-based-approach-to-student-diversity-article-summary/601537.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study investigates a multicultural approach to education inspired by “Asia as method,” focusing on multiculturalism in middle school classrooms in Chinese Taiwan.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the study data collected and analyzed?",{"text":117,"@type":113},"Semistructured interviews were conducted with principals, administrators, and teachers, and the data were coded based on a conceptual framework with emergent themes analyzed using NVivo.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key findings about the harmony-oriented approach?",{"text":121,"@type":113},"Administrators and teachers use a harmony-oriented, Confucian-influenced approach to empower youth to embrace their ethnic heritage, characterized by whole-person development, strengthening the collective school unit, and fairness-prioritizing decision-making.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601537,1792145050,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A Harmony-Based Approach to Student Diversity  \nLisa Yiu   \nECNU Review of Education 2024, Vol. 7(3) 573–597 © The Author(s) 2024 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231213106](DOI: 10.1177/20965311231213106)[ ](DOI: 10.1177/20965311231213106)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nStanford University  \nAbstract  \nPurpose: Inspired by Kuan-Hsing Chen’s “Asia as method,” this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan.  \nDesign/Approach/Methods: Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo.  \nFindings: Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing “fairness.”  \nOriginality/Value: This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.  \nCorresponding author:  \nLisa Yiu, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA. Email: [lyiu@stanford.edu](lyiu@stanford.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nAsia as method, harmony, student diversity, teacher practices  \nDate received: 10 January 2023; revised: 18 June 2023; accepted: 29 August 2023  \nIntroduction  \nIn societies that have been relatively homogeneous in terms of language and ethnicity and have historically prioritized cultural uniformity over difference, how can Asia’s educational leaders effectively respond to new forms of student diversity? In Asia, schools are at the risk of responding to increasing student diversity inappropriately by relying on globally dominant multicultural knowledge as a solution.1 Current global discourse prioritizes multicultural knowledge from research conducted in Western countries and is defined according to Anglo-American paradigms that emphasize individuality, independence, and uniqueness (Ho, 2017a; Hoffman, 1996) . The prominence of such “global”multicultural knowledge prompts East Asian researchers to accept multicultural education as an appropriate solution for their schools (Chou et al., 2018; Hue & Kennedy, 2012; Nukaga, 2003; Yang et al., 2014; Yuen, 2018) . In doing so, educational leaders frequently overlook local cultures and histories in an effort to develop students’ sociopolitical consciousness, build tolerance among co-citizens, and cultivate national unity through schooling (Chou et al., 2018; Hue & Kennedy, 2012; Nukaga, 2003; Yang et al., 2014; Yuen, 2018). As such, there is an unprecedented need to empower diffe","cbCain2g0Wn5n61U","https://ap.wps.com/l/cbCain2g0Wn5n61U","pdf",712986,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study investigates a multicultural approach to education inspired by “Asia as method,” focusing on multiculturalism in middle school classrooms in Chinese Taiwan.\"},{\"question\":\"How were the study data collected and analyzed?\",\"answer\":\"Semistructured interviews were conducted with principals, administrators, and teachers, and the data were coded based on a conceptual framework with emergent themes analyzed using NVivo.\"},{\"question\":\"What are the key findings about the harmony-oriented approach?\",\"answer\":\"Administrators and teachers use a harmony-oriented, Confucian-influenced approach to empower youth to embrace their ethnic heritage, characterized by whole-person development, strengthening the collective school unit, and fairness-prioritizing decision-making.\"}]","A Harmony-Based Approach to Student Diversity - Article Summary | PDF",1792092815,63]