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This article focuses on two of the earliest Chinese law students in the United States who deployed their legal knowledge and advocacy skills to fight against the Chinese Exclusion Act and its related laws in the early 1900s. Ho Yow, the fourth Chinese national to ever attend law school in the United States, performed this courageous task as Chinese consul to the United States. His fellow countryman Yeung Fong joined in this battle by conducting a full-fledged systematic study of the racist laws, becoming the first Chinese national who wrote a master's thesis on this controversial topic. [ABSTRACT FROM AUTHOR]

The introduction of anti-racism legislation and post-colonial debate on Hong Kong identity has developed a stronger recognition of multiculturalism in Hong Kong. Muslims, who have had a continuous presence in the territory for over 170 years, are, however, still little understood. This paper looks at the ways in which local Cantonese media represents Muslims and how this representation continues to obscure Islam and present it as an oriental “other.” Representation of Muslims in the Media analysed is uneven with Chinese Muslims frequently being absent. In contrast, Islamic issues are often discussed by Muslims with a limited competence in Cantonese, or by non-Muslim professionals with a limited understanding of religious issues and vocabulary. Muslims and Islam, as a result, continue to be an overlooked part of the Hong Kong identity. [ABSTRACT FROM PUBLISHER]

Research on and with ethnic minority students is characterised by a growing international literature that privileges ‘liberal multiculturalism’ as a lens through which to understand their experiences, yet ethnic diversity is constructed and responded to in many societies that are not underpinned by liberal democratic values. In this paper we use Joppke's binary to show how researching ethnic minority students outside of a liberal democratic framework requires methodologies that enable researchers to see beyond the invisibility that is often attached to ethnic minorities. We show how invisibility (i.e. antidiscrimination) can also be further culturally constructed, confounding even more any broader multicultural project. We canvass four broad areas including the role of legally binding legislation that seeks to prohibit racism, the views of policymakers attempting to implement policy consistent with the legislation and the views of teachers about their roles in supporting ethnic minority students. [ABSTRACT FROM AUTHOR]