文化快步研究：設計體驗搭建種族橋樑
Cultural Run Research: Bridging Ethnicities Through Experience Design
簡介 Introduction
設計問題 Problems
香港是一個多元族裔共存的城市，然而對巴基斯坦社群而言，社會共融的障礙依然存在。本研究深入探討阻礙族裔融合的主要挑戰，並提出相應的設計解決方案，為文化快步——一項以研究為基礎、旨在提升本地中學生文化勝任力（Cultural Competence）的體驗式學習活動——奠定基礎。有關文化快步的設計成品，可以前往視覺識別，以及任務書。
Hong Kong is a city where diverse ethnic groups coexist., yet barriers to inclusion persist, particularly for the Pakistani community. This research identifies key challenges hindering ethnic inclusion, then develops corresponding design solutions, laying the groundwork for Cultural Run—a research-driven experiential learning campaign aimed at improving the Cultural Competence of Chinese secondary school students. For design deliverables of Cultural Run, please refer to Visaul Identity and Task Book.
解決方案 Solutions
方法 Methods
本研究包括文獻回顧、8 次訪談以及 2 場文化活動觀察。受訪者包括 WEDO Global 創辦人 Eva、南亞雜貨店店主 Rshied 和 Hussain、WEDO Global 巴裔助手 Faizen、共融館職員 Fikiyo 和 Ivan、共融館活動參加者 Kat，以及在港巴裔學生 Sisi。活動觀察包括由 WEDO Global 主辦的深水埗文化導賞，以及由共融館舉辦的香港-尼泊爾-巴基斯坦文化分享會。
This research consists of literature review, 8 interviews and 2 cultural event observations. Interviewees include Eva, Founder of WEDO Global; Rshied and Hussain, South Asian grocery store owners; Faizen, Pakistani Assistant at WEDO Global; Fikiyo and Ivan, staff members at Kung Yung Koon; Kat, a participant at Kung Yung Koon; and Sisi, a Pakistani student in Hong Kong. Observations comprise the Sham Shui Po Cultural Tour hosted by WEDO Global and the Hong Kong-Nepal-Pakistan Cultural Sharing organized by Kung Yung Koon.
藝術指導 Art Direction
簡介 Introduction
成品 Results
結果 Results
問題一
未獲接納的本地身份
關鍵發現
- Lo (2018) 指出，年輕的本地受訪者會以出生地、長期居住和文化認同，來定義香港人身份。
- 一名在香港出生的巴裔女孩 Sisi 分享，當她向其他港人表示自己是香港人，對方會感到遲疑，直到她表明自己是巴基斯坦人為止。
分析
儘管巴裔人士自認是香港人，有的本地人始終不以為然。他們忽略了自上世紀以來，巴基斯坦人通過兵役、勞動、政府職位和貿易對香港作出的重要貢獻。去殖民化使非華裔人士的歷史紀錄變得更加難以追溯，導致港人忽視了他們所扮演的重要角色，並將他們視為外人。
因此，為了促進共融，與其幫助巴裔港人適應香港，文化快步選擇以本地港人作為目標受眾，鼓勵他們主動了解巴基斯坦文化，並認可他們的港人身份。
Problem 1
Unaccepted Local Identity
Key Findings
- Lo (2018) indicated young Chinese respondents defined Hongkonger identity by birthplace, long-term residence and cultural alignment.
- Sisi, a Pakistani Hong Kong born girl, shared that when she told locals she was a Hongkonger, they hesitated to accept her answer until she claimed herself as a Pakistani.
Analysis
Although Pakistanis identify themselves as Hongkongers, some locals remain unconvinced. They overlook the significant contributions Pakistanis made to Hong Kong through military service, labor, government roles, and trade since the last century. Decolonization has further obscured historical records of non-Chinese presence, leading locals to dismiss their essential role and view them as outsiders.
Therefore, to enhance inclusion, instead of helping Pakistanis to adapt to Hong Kong, Chinese locals are selected as the target audience of Cultural Run. They are encouraged to take initiative in learning Pakistani culture and recognize their belonging.
問題二
誤解
關鍵發現
- Baig & O’Connor (2015) 指出，主流媒體誤用的中文詞彙曲解了伊斯蘭文化。在香港電台（RTHK）的一個電視節目中，中文的「拜神」和「廟」被不恰當地用來描述伊斯蘭教的「禮拜」和「清真寺」。然而，「拜神」一詞代表對多個人或物件的崇拜，這種多神論的表述與穆斯林奉行的一神論信仰完全不符。
- Leung & Erni (2014) 解釋，主流媒體經常以籠統的「印巴裔」標籤來概括個人的實際族裔背景。而假難民犯罪問題加劇時，譁眾取寵的報導更損害了本地南亞裔群體的形象。正如 Faizen 在訪談中提到，媒體對假難民罪案的報導，往往使公眾將問題與巴裔港人聯繫。
分析
社會上有兩種誤解：一種是文化與用詞上的混淆，令本地人對巴基斯坦文化產生誤會；另一種是以偏概全的標籤，有害南亞裔的形象。
文化快步透過跨族裔互動任務，鼓勵本地參加者釐清與巴基斯坦文化相關的用語，了解其背後的意義，以及巴裔家庭在港的歷史。參加者將會發現，香港的巴裔社群與社會上流傳的刻板印象截然不同，亦能分辨出他們與「假難民」的差異。
Problem 2
Misunderstanding
Key Findings:
- Baig & O’Connor (2015) stated that misused Chinese terms in mainstream media misrepresented Islamic culture. In an RTHK TV program, “拜神” and “廟” in Chinese culture were mistakenly used to describe “禮拜” and “清真寺” respectively. However, “拜神”, representing idolizing multiple people and objects falsely interpreted Muslims’ monotheistic worship.
- Leung & Erni (2014) explained that mainstream media often used the generalized label “Indo-Pakistani” instead of identifying individuals by their specific ethnic backgrounds. During the rise in crimes linked to bogus refugees, sensationalist reporting further stigmatized local South Asian communities. As Faizen noted in his interview, news coverage of bogus refugees’ incidents often results in the misattribution of these problems to Pakistani Hongkongers.
Analysis:
There are two types of misunderstandings in society: one is cultural and terminological misunderstanding, which causes Chinese locals to misinterpret Pakistani culture; the other is overgeneralized labeling, which undermines the reputation of the South Asian community.
Through cross-ethnic interactive tasks, Cultural Run encourages Hong Kong participants to clarify Pakistani cultural terms and explore their deeper meanings, as well as understand the history of Pakistani families living in Hong Kong. Participants thus realize that the local Pakistani community is vastly different from common stereotypes, and learn to distinguish them from bogus refugees.
問題三
無效且不足的社會互動
關鍵發現
- 根據觀察，現有的文化導覽活動是被動的學習體驗，工作人員主導大部分活動，而參與者僅僅是聆聽。卡片分類和簡短訪談的任務亦無法激發參與者的興趣和投入度，只能吸引那些原本就對少數族裔感興趣的人。
- 因媒體報導而對巴裔人士產生的負面感觀，加上本地港人對使用英語的顧慮，阻礙了雙方的接觸。受學校分類制度的限制，許多巴裔學生在公共教育體系中亦與港人群體隔絕 (Leung & Erni, 2014)。
分析
為吸引青少年，文化快步將文化教育轉化成互動的城市定向遊戲。參加者通過實際任務、真實互動和角色代入，主動體驗巴基斯坦文化。沉浸且生動的活動可以促進交流，並鼓勵本地人主動為共融出一分力。
Problem 3
Ineffective and Insufficient Social Interaction
Key Findings:
- According to observations, existing cultural tours offered a passive learning experience, with staff guiding most of the activities while participants merely listened. Card sorting and short interview tasks, attracting only those who were already interested in ethnic minorities, were less engaging and failed to excite participants.
- The negative perception of Pakistanis affected by mainstream media, coupled with Chinese locals’ fear of speaking English, discourages contact between the two groups of people. Due to designated school classifications, many Pakistani students remain isolated from the Chinese community (Leung & Erni, 2014).
Analysis:
To attract adolescents, Cultural Run transforms cultural education into a format of interactive City Hunt game, where participants proactively engage with Pakistani culture through hands-on tasks, real-life interactions, and role-playing. Such an immersive and dynamic campaign fosters connections and urges Chinese locals to take an active role in inclusion.
解決方案
文化快步：體驗式學習活動
城市定向
文化快步致力改善本地身份不被接納及誤解的問題，並提供比傳統導賞更具互動性和參與感的全新體驗。在這個城市定向遊戲中，每組參加者將化身為一個巴基斯坦家庭成員──父親、母親或孩子，每個角色都有著獨特的生活習慣。參加者需在限定時間內，根據角色尋找對應的任務地點，完成文化任務。
循序漸進的學習階段
- 文化認知：主動探訪巴裔人士眾居的社區，認識他們的本地身份及文化。
- 文化參與：透過完成文化任務，親身實踐巴基斯坦文化。
- 文化融合：將所學應用於現實中，在活動期間甚至完結後，向不了解的人分享見聞。
Solution
Cultural Run: Experiential Learning Campaign
City Hunt
Cultural Run aims to minimize the problems of unaccepted local identity and cultural misconceptions, offering a more engaging and interactive alternative to traditional tours. In this City Hunt game, each group of participants takes on a Pakistani family role—father, mother, or child—each with distinct social routines. They have to identify the most relevant checkpoints for their role and complete cultural tasks within a time limit.
Progressive Learning Phases
- Cultural Recognition: Proactively exploring the Pakistani community to acknowledge Pakistani people’s local identity and culture.
- Cultural Engagement: Gaining empirical Pakistani experience by completing cultural tasks.
- Cultural Integration: Implementing new knowledge in daily life. Sharing to the less informed people during and even upon the end of the campaign.
解決方案
文化任務設計
跨國文化勝任力模型
Heppner 等人（2012）提出的「跨國文化勝任力模型」（Cross-National Cultural Competence model），為提升文化勝任力提供了一套架構。該模型能幫助個人培養跨文化互動所需的尊重、同理心與理解能力。以下是文化勝任力的三大核心要素：
- 文化技能：在多文化環境中溝通、適應和解決衝突。
- 文化意識：覺察自身文化偏見，並理解他人的文化背景。
- 文化知識：理解文化差異與傳統。
三類文化任務框架
任務分為對話、文本及實踐三類，分別從技能、意識與知識三大維度，強化參加者的文化勝任力。
- 對話任務：提升與巴基斯坦人交流的溝通與語言技能。例如讓學生透過發音相近的粵語詞彙來學習烏都語短句。「怯啦？」（粵語意為「你怕？」）與烏都語「多少錢？」發音相似，這種語言學上有趣的聯繫，讓本地參加者將自己的文化與另一種文化連結起來，不僅有助掌握語言技巧，更能拉近兩種文化群體之間的距離。
- 文本任務：培養學生以事實解讀文化的能力，而非根據偏見。其中一項任務要求學生觀察、詢問並記錄穆斯林文化大使的衣着。他們了解到頭巾並非完全等於裝飾或保守—— Hijab 是穆斯林女性日常佩戴以體現端莊與宗教認同的服飾，而其他如 Chador 的款式則反映了別國（伊朗）的文化特色。這樣的學習體驗能幫助學生理解文化深層意義，糾正誤解，從而提升文化意識。
- 實踐任務：加深對文化的理解，而非單靠觀看或聆聽。例如學生會在社區中心學習沖泡混合香料茶（Masala Tea），然後向公眾派發，並分享當中的文化意義。他們會體會到香料茶在巴基斯坦文化中作為待客之道的角色，以及在日常生活中的象徵意義。這種身體力行的學習方式，能讓文化知識變得更容易吸收、記住和產生共鳴。
欲閱讀所有任務內容，可以前往文化快步任務書。
Solution
Cultural Task Design
Cross-National Cultural Competence Model
Heppner et al. (2012) developed the Cross-National Cultural Competence Model as a framework to elevate Cultural Competence. This model equips individuals with the capacity to interact across cultures by fostering respect, empathy, and understanding. Here are the core components of cultural competence:
- Cultural Skills: Communicating, adapting, and resolving conflicts in multicultural settings.
- Cultural Awareness: Recognizing one’s own and others’ cultural backgrounds and biases.
- Cultural Knowledge: Understanding cultural differences and traditions.
Three Typologies of Cultural Tasks
Tasks are categorized into verbal, textual, and practical modalities, designed to strengthen local participants’ cultural competencies across the three dimensions: skills, awareness, and knowledge respectively.
- Verbal tasks: To boost communication and language skills for interacting with Pakistanis, such as letting students acquire basic Urdu phrases by associating them with similar-sounding Cantonese expressions. “怯啦？” (Cantonese for "Are you scared?") sounds like "How much?" in Urdu. This playful linguistic connection allows Chinese participants to relate their own culture to another, making it easier to grasp language skills, while reducing the distance between the two communities.
- Textual tasks: To cultivate the ability to interpret the culture based on facts rather than bias. One task requires students to observe, inquire, and record how Muslim ambassadors dress. They learn that headscarves are not equivalent to decoration or conservatism—A hijab is worn daily for modesty and religious identity, while alternative styles, such as the chador, belong to specific national cultures (e.g., Iran). This enables students to absorb cultural meanings, correct misconceptions, and build cultural awareness.
- Practical tasks: To deepen understanding through doing, rather than watching and listening. For example, students make masala tea at a social center, then serve it to the public while sharing its cultural meaning. They experience the role of masala tea as a gesture of hospitality in Pakistani culture, and its symbolic meaning in everyday life. Such an embodied learning makes cultural knowledge more memorable, relatable, and easier to retain.
To review all tasks, visit Cultural Run Task Book.
