Jan Gube
Biographic Data
| ID | 641127 |
|---|---|
| NAME | Jan Gube |
| GIVEN NAMES | Jan |
| FAMILY NAME | Gube |
| SIGNATURE | GUBE J |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-1818-8676 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Ethnic minority students’ self-formation strategies in navigating sociocultural challenges in higher education: A scoping review
Sociocultural diversity in higher education plays a significant role in harnessing equitable and enriching learning experiences for all students. This scoping review adopts a self-formation model to examine how ethnic minority students navigate sociocultural challenges in Hong Kong higher education. Self-formation emphasises the importance of cultural hybridity and capital conversion as ways of resisting structural exclusion. By reviewing 17 stud…
Higher education leadership for equity, diversity and inclusion: A systematic review of literature from 2000 to 2024
With the changing demographics of student and staff populations, evolving legal frameworks and political resistance there is a pressing need to assess how higher education leadership approaches equity, diversity, and inclusion (EDI). This paper provides a systematic review of English-language literature on higher education leadership for EDI from 2000 to 2024, covering a total of 68 works, including 38 journal articles, 25 book chapters, and five…
On the verge of ‘post-secondary education-for-all’ and deficit thinking: Teachers’ paradoxical identities towards minority students in Hong Kong
Despite the broadening participation in post-secondary education (PSE) worldwide, the conundrum of disproportionately low PSE enrolments among minority student populations continues to command scholarly attention. Yet, there is a lack of empirical research on the identities of secondary school teachers in the context of minority choice and access to PSE. Taking a critical poststructuralist conceptualisation of teacher professional identity as the…
Heroes and Villains: Media Constructions of Minoritized Groups in Hong Kong's Season of Discontent
Hong Kong witnessed unprecedented protests from June 2019 to early 2020. Drawing on frame analysis, this study explores the discourse and ideologies related to minoritized groups using multiple media sources. The findings revealed that there were multiple constructions of minoritized groups and their engagement in the protests: Niche/pro-democracy and liberal media were inclined to make 'heroes' of their engagement while pro-China media seemed to…
Making space for ethnic diversity through global education: A zone theory perspective
Co-constructing Hong Kong preservice teacher identity in intercultural education, connecting with other teaching practices, and childhood schooling influences
Precarity of belonging? Belongingness and race of ethnically diverse young people in Hong Kong
This paper attends to the belongingness of a group of ethnically diverse young people in Hong Kong. The quest for belonging is no less intense for them during the Anti-Extradition Law Amendment Bill (Anti-ELAB) movement in Hong Kong. Resulting from such sociopolitical climate are paradoxical questions of who might (not) count as Hong Konger. This study draws on focus groups with ethnically diverse young people conducted at the height of the Anti-…
Identities in Troubled Times: Minoritized Youth in Hong Kong’s “Summer of Protest”
Discursive experiences can contribute to shaping lives and their identities. For minoritized youth in Hong Kong, the 2019 protest movement provided many such experiences, although very little has been heard about them. Instead, reporting has focused on the experiences of the dominant Chinese population. This paper aims to highlight the voices of minoritized youth in relation to the social movement that dominated Hong Kong in the second half of 20…
Minoritised communities and Hong Kong’s ‘summer of uprising: Attitudes and Engagement Without Citizenship
Hong Kong experienced unprecedented political and social turmoil starting in June 2019. The original impetus was a proposed law that would have enabled the extradition of Hong Kong residents to Mainland China. The focus of previous work relating to the consequent social movement that opposed the law has been on the engagement of the dominant Chinese population. Little attention has been paid to the attitudes or experiences of Hong Kong’s minoriti…
Towards a Theoretical Model of Trajectories and Transitions of Thought
Photo-eliciting technique as an integrated meaning-making practice: An introspective look at diversity, identities, and voice-giving
The affordance of participant voice is a widely acclaimed feature of photo-eliciting techniques. Yet, how this voice is afforded to participants is not always elaborated. This article reflects on the use of a photo-eliciting technique in an ethnically diverse context. Using a study with a group of Filipino youth in Hong Kong, the article draws attention to methodological considerations that led to the design of a photo-eliciting technique in inte…
Syncretic Ethnic Identities in Dilemmatic Fields: Constructing and Reconciling Ethnic Differences in Schooling
Bordering on sociocultural boundaries and diversity: Negotiating Filipino identities in a Hong Kong multi-ethnic school
This article illustrates the interface of ethnic identities and a multi-ethnic learning environment in a predominantly Chinese society. Hong Kong – whilst reputed as an Asian international city – has displayed reticence in promoting multicultural initiatives and inclusiveness at a policy level. In this context, this study draws on a sociocultural perspective and interviews with a group of ethnic minority Filipino secondary school students. The in…
Exploring racial identities through participatory visual and ethnographic methods: (Re)presenting the identities of ethnic minority youth in Hong Kong
There is increasing research attention to the integration of ethnic minority youth in Hong Kong. Within this attention lies an interest in how these young people make sense of their identities in relation to their schooling experiences. From a qualitative methodological viewpoint, researchers’ positionalities, including their cultural background and scholarly motivations, have implications on the ways in which they (re)present their findings. Usi…
Sociocultural trail within the dialogical self: I-positions, institutions, and cultural armory
This paper discusses the interface of dialogical self-theory and institutional context with reference to the schooling of ethnic minorities. It proposes a more nuanced approach to identifying cultural resources within institutions that contribute to dialogical movements and positioning, thereby advancing the application of dialogical self-theory within institutionalized spaces. Drawing on sociocultural concepts of identity construction, the discu…
Heroes and Villains: Media Constructions of Minoritized Groups in Hong Kong's Season of Discontent
Hong Kong witnessed unprecedented protests from June 2019 to early 2020. Drawing on frame analysis, this study explores the discourse and ideologies related to minoritized groups using multiple media sources. The findings revealed that there were multiple constructions of minoritized groups and their engagement in the protests: Niche/pro-democracy and liberal media were inclined to make 'heroes' of their engagement while pro-China media seemed to…
Minoritised communities and Hong Kong’s ‘summer of uprising: Attitudes and Engagement Without Citizenship
Hong Kong experienced unprecedented political and social turmoil starting in June 2019. The original impetus was a proposed law that would have enabled the extradition of Hong Kong residents to Mainland China. The focus of previous work relating to the consequent social movement that opposed the law has been on the engagement of the dominant Chinese population. Little attention has been paid to the attitudes or experiences of Hong Kong’s minoriti…
Sociocultural trail within the dialogical self: I-positions, institutions, and cultural armory
This paper discusses the interface of dialogical self-theory and institutional context with reference to the schooling of ethnic minorities. It proposes a more nuanced approach to identifying cultural resources within institutions that contribute to dialogical movements and positioning, thereby advancing the application of dialogical self-theory within institutionalized spaces. Drawing on sociocultural concepts of identity construction, the discu…
Exploring racial identities through participatory visual and ethnographic methods: (Re)presenting the identities of ethnic minority youth in Hong Kong
There is increasing research attention to the integration of ethnic minority youth in Hong Kong. Within this attention lies an interest in how these young people make sense of their identities in relation to their schooling experiences. From a qualitative methodological viewpoint, researchers’ positionalities, including their cultural background and scholarly motivations, have implications on the ways in which they (re)present their findings. Usi…
Bordering on sociocultural boundaries and diversity: Negotiating Filipino identities in a Hong Kong multi-ethnic school
This article illustrates the interface of ethnic identities and a multi-ethnic learning environment in a predominantly Chinese society. Hong Kong – whilst reputed as an Asian international city – has displayed reticence in promoting multicultural initiatives and inclusiveness at a policy level. In this context, this study draws on a sociocultural perspective and interviews with a group of ethnic minority Filipino secondary school students. The in…
Syncretic Ethnic Identities in Dilemmatic Fields: Constructing and Reconciling Ethnic Differences in Schooling
Photo-eliciting technique as an integrated meaning-making practice: An introspective look at diversity, identities, and voice-giving
The affordance of participant voice is a widely acclaimed feature of photo-eliciting techniques. Yet, how this voice is afforded to participants is not always elaborated. This article reflects on the use of a photo-eliciting technique in an ethnically diverse context. Using a study with a group of Filipino youth in Hong Kong, the article draws attention to methodological considerations that led to the design of a photo-eliciting technique in inte…
Towards a Theoretical Model of Trajectories and Transitions of Thought
Precarity of belonging? Belongingness and race of ethnically diverse young people in Hong Kong
This paper attends to the belongingness of a group of ethnically diverse young people in Hong Kong. The quest for belonging is no less intense for them during the Anti-Extradition Law Amendment Bill (Anti-ELAB) movement in Hong Kong. Resulting from such sociopolitical climate are paradoxical questions of who might (not) count as Hong Konger. This study draws on focus groups with ethnically diverse young people conducted at the height of the Anti-…
Identities in Troubled Times: Minoritized Youth in Hong Kong’s “Summer of Protest”
Discursive experiences can contribute to shaping lives and their identities. For minoritized youth in Hong Kong, the 2019 protest movement provided many such experiences, although very little has been heard about them. Instead, reporting has focused on the experiences of the dominant Chinese population. This paper aims to highlight the voices of minoritized youth in relation to the social movement that dominated Hong Kong in the second half of 20…
Minoritised communities and Hong Kong’s ‘summer of uprising: Attitudes and Engagement Without Citizenship
Hong Kong experienced unprecedented political and social turmoil starting in June 2019. The original impetus was a proposed law that would have enabled the extradition of Hong Kong residents to Mainland China. The focus of previous work relating to the consequent social movement that opposed the law has been on the engagement of the dominant Chinese population. Little attention has been paid to the attitudes or experiences of Hong Kong’s minoriti…
Making space for ethnic diversity through global education: A zone theory perspective
Co-constructing Hong Kong preservice teacher identity in intercultural education, connecting with other teaching practices, and childhood schooling influences
On the verge of ‘post-secondary education-for-all’ and deficit thinking: Teachers’ paradoxical identities towards minority students in Hong Kong
Despite the broadening participation in post-secondary education (PSE) worldwide, the conundrum of disproportionately low PSE enrolments among minority student populations continues to command scholarly attention. Yet, there is a lack of empirical research on the identities of secondary school teachers in the context of minority choice and access to PSE. Taking a critical poststructuralist conceptualisation of teacher professional identity as the…
Heroes and Villains: Media Constructions of Minoritized Groups in Hong Kong's Season of Discontent
Hong Kong witnessed unprecedented protests from June 2019 to early 2020. Drawing on frame analysis, this study explores the discourse and ideologies related to minoritized groups using multiple media sources. The findings revealed that there were multiple constructions of minoritized groups and their engagement in the protests: Niche/pro-democracy and liberal media were inclined to make 'heroes' of their engagement while pro-China media seemed to…
Ethnic minority students’ self-formation strategies in navigating sociocultural challenges in higher education: A scoping review
Sociocultural diversity in higher education plays a significant role in harnessing equitable and enriching learning experiences for all students. This scoping review adopts a self-formation model to examine how ethnic minority students navigate sociocultural challenges in Hong Kong higher education. Self-formation emphasises the importance of cultural hybridity and capital conversion as ways of resisting structural exclusion. By reviewing 17 stud…
Higher education leadership for equity, diversity and inclusion: A systematic review of literature from 2000 to 2024
With the changing demographics of student and staff populations, evolving legal frameworks and political resistance there is a pressing need to assess how higher education leadership approaches equity, diversity, and inclusion (EDI). This paper provides a systematic review of English-language literature on higher education leadership for EDI from 2000 to 2024, covering a total of 68 works, including 38 journal articles, 25 book chapters, and five…
Sociology (13 works) · Gender Studies (10 works) · Psychology (7 works) · Anthropology (6 works) · Ethnic group (6 works) · Hong Kong and Taiwan Politics (6 works) · Diaspora, migration, transnational identity (4 works) · Geography (4 works) · Political science (4 works) · Social science (4 works)