Team

Kriti Children’s Centre’s co-founders are connected through similar educational experiences. Although each possess a unique migration story, the barriers to educational opportunities they encountered is a recurring theme. Recognising a lack of educational equity for minority communities in Hong Kong, the co-founders are motivated to advocate for vulnerable groups, such as ethnic minority children with Special Educational Needs (SEN) and their families who are at-risk of marginalisation.

「KCC」的聯合創辦人因為在接受教育方面有相似經歷，故此走到一起。儘管她們各自背負著獨有的移民故事，但曾阻撓她們獲得進修機會的障礙，至今仍屢見不鮮。她們認知到香港少數族裔社群在接受教育方面缺乏平等機會，故此她們致力於為弱勢群體，特別是少數族裔SEN兒童及其面臨邊緣化風險的家庭發聲。

  • Divya

    Dr. Divya D. Gurung (EdD)

    Co-Founder & Programme Development Lead

    With over 16 years of experience supporting diverse learning needs in Hong Kong, and with an extensive background in Special Education, Divya advocates for Inclusion and rights-based education. Aside from documentary film-making, Divya is passionate about history, art and culture.

  • Ashmi Ghhondey

    Co-Founder & Operations Lead

    A Politics and Public Administration and English Studies graduate, Ashmi is an aspiring lawyer. With interests in reading, watching documentaries and baking, her passion is to help empower diverse communities. Have an awesome idea you want to carry out? Let her know!

  • Karishma Rai

    Co-Founder & Programme Coordinator

    Karishma is a registered nurse from Nepal. A Linguistics graduate, with a Masters degree in Early Childhood Education, she has worked in the Early Years and Primary sector in Hong Kong. Karishma enjoys supporting the development of language through play. An aspiring writer, Karishma hopes to publish one day.

Born and raised in Hong Kong, Divya celebrates her distinctive identity that is part Hong Kong and part Nepalese, yet the awareness of being a minority arose at an early age, and with time, solidified the importance of Inclusive education. Be it during the time when Hong Kong was a British colony, or even after the handover, the limitations Divya encountered in accessing educational opportunities was a persistent reality. A lack of a robust curriculum that could respond to her needs like many other non-Chinese students, as well as limited higher education options have restricted her avenues. Divya observed further inequities throughout her professional experience as an Educator while reflecting on the compounding ramifications catalysed by rigid systemic structures indifferent to change, families’ socioeconomic background, and social/cultural capital impacting children’s educational experiences.

Leaving behind a profession of a registered nurse in Nepal, Karishma moved to Hong Kong in 2010, the city where she was born. Upon her arrival, she faced difficulties when attempting to continue working as a nurse due to language barriers. Despite the setbacks, Karishma was determined to work in service of the community and did not lose hope. After transitioning to the field of Education supporting ethnic minority students, she understood the significance of Chinese language skills and how a lack of it could restrict students from opportunities. Karishma recognised the value Education can have in breaking down barriers for the city’s marginalised students.

Ashmi first moved to Hong Kong from Nepal at the age of nine. To ensure a smooth transition, her parents had placed her in a direct subsidy school with fellow ethnic minority (EM) students. From navigating the challenges of learning Chinese as a second language, to struggling to integrate with her Chinese peers, her early years in the Hong Kong’s education system is marked with segregation and hardship. Such instances of educational gaps and institutional shortcomings motivated her to pursue higher education and make a difference in her community. She finds value in empowering marginalised EM youth and families to find their voice, even when the odds seem to be stacked against them.