Rubén Antonio Sánchez Hernández
Biographic Data
| ID | 4642259 |
|---|---|
| NAME | Rubén Antonio Sánchez Hernández |
| GIVEN NAMES | Rubén Antonio Sánchez |
| FAMILY NAME | Hernández |
| SIGNATURE | HERNÁNDEZ R A S |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0009-0007-8489-3326 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Culturally Responsive Leadership in Hong Kong
Purpose: South Asian students in Hong Kong belong to one of the fastest growing diverse groups in the city. Historically, Hong Kong South Asians have experienced social and educational structures that have complicated their collective progress. Particularly, South Asian students face unwelcoming school climates that are exclusive of their identities. The purpose of this study is to explore the ways in which school level leaders enact their roles …
Confucian Empathy as an Epistemological Foundation of Care and Cultural Responsiveness for Educational Leadership in Hong Kong and Other Confucian Heritage Cultures
Purpose We propose that a Confucian perspective on empathy provides leaders with a meaningful way to reimagine primary and secondary school leadership for nondominant students in Hong Kong and other Confucian Heritage Cultures. Known as shu (恕), Confucian empathy's unique value and mindset can enhance leaders’ ethic of care and their capacity to practice care and Culturally Responsive School Leadership (CRSL). Our application of shu to care and c…
“They thought that we were only going to make it halfway…”
They Listen to Us
Hong Kong is a high-performing urban educational context where inequities remain. South Asian students are among the most affected due to the lack of educational measures to support them within their sociocultural contexts. Although Hong Kong has made progress in supporting South Asian students, parental engagement in schools remains a challenge. This in-depth case study explores how school leaders at a South Asian-majority secondary school enact…
No prominent works on this page.
Culturally Responsive Leadership in Hong Kong
Purpose: South Asian students in Hong Kong belong to one of the fastest growing diverse groups in the city. Historically, Hong Kong South Asians have experienced social and educational structures that have complicated their collective progress. Particularly, South Asian students face unwelcoming school climates that are exclusive of their identities. The purpose of this study is to explore the ways in which school level leaders enact their roles …
Confucian Empathy as an Epistemological Foundation of Care and Cultural Responsiveness for Educational Leadership in Hong Kong and Other Confucian Heritage Cultures
Purpose We propose that a Confucian perspective on empathy provides leaders with a meaningful way to reimagine primary and secondary school leadership for nondominant students in Hong Kong and other Confucian Heritage Cultures. Known as shu (恕), Confucian empathy's unique value and mindset can enhance leaders’ ethic of care and their capacity to practice care and Culturally Responsive School Leadership (CRSL). Our application of shu to care and c…
“They thought that we were only going to make it halfway…”
They Listen to Us
Hong Kong is a high-performing urban educational context where inequities remain. South Asian students are among the most affected due to the lack of educational measures to support them within their sociocultural contexts. Although Hong Kong has made progress in supporting South Asian students, parental engagement in schools remains a challenge. This in-depth case study explores how school leaders at a South Asian-majority secondary school enact…
Educational leadership (3 works) · Critical Race Theory in Education (2 works) · Cultural diversity (2 works) · Early Childhood Education and Development (2 works) · Ethnic group (2 works) · Qualitative research (2 works) · Teacher Education and Leadership Studies (2 works) · Collaborative Teaching and Inclusion (1 work) · Education and experiences of immigrants and refugees (1 work) · Empathy (1 work)