Parents' and teachers' constructions of the purposes of Chinese complementary schooling: 'culture', identity and power

Hdl Handle:
http://hdl.handle.net/10142/106780
Title:
Parents' and teachers' constructions of the purposes of Chinese complementary schooling: 'culture', identity and power
Authors:
Francis, Becky; Archer, Louise; Mau, Ada
Abstract:
User perceptions and experiences of complementary education are neglected in the research literature, yet they are important in providing understanding concerning complementary schools and their impact on educational and social identities. This paper explores the constructions of parents of pupils attending these schools, and of teachers at these schools, regarding the purposes and benefits of Chinese complementary schools. Data is drawn from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 24 parents and 21 teachers. Findings demonstrate that in contrast to complementary school pupils, Chinese adult participants see a diverse range of purposes of these schools besides perpetuating heritage language. Many of these purposes related to 'identity' and 'culture', were often produced in reified terms. In interrogating these themes we focus particularly on the productions of 'culture' generated and the implication of both Chinese and Western bodies in these constructions in relations of power.
Citation:
Race Ethnicity and Education, Volume 13, Issue 1 March 2010 , pages 101 - 117
Publisher:
Routledge
Journal:
Race Ethnicity and Education
Issue Date:
2010
URI:
http://dx.doi.org/10.1080/13613320903550089
DOI:
10.1080/13613320903550089
Additional Links:
http://www.informaworld.com/smpp/content~db=all~content=a919658408
Type:
Article
Language:
en
ISSN:
1361-3324; 1470-109X
Sponsors:
ESRC
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorFrancis, Beckyen
dc.contributor.authorArcher, Louiseen
dc.contributor.authorMau, Adaen
dc.date.accessioned2010-06-24T15:10:48Z-
dc.date.available2010-06-24T15:10:48Z-
dc.date.issued2010-
dc.identifier.citationRace Ethnicity and Education, Volume 13, Issue 1 March 2010 , pages 101 - 117en
dc.identifier.issn1361-3324-
dc.identifier.issn1470-109X-
dc.identifier.doi10.1080/13613320903550089-
dc.identifier.urihttp://dx.doi.org/10.1080/13613320903550089-
dc.description.abstractUser perceptions and experiences of complementary education are neglected in the research literature, yet they are important in providing understanding concerning complementary schools and their impact on educational and social identities. This paper explores the constructions of parents of pupils attending these schools, and of teachers at these schools, regarding the purposes and benefits of Chinese complementary schools. Data is drawn from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 24 parents and 21 teachers. Findings demonstrate that in contrast to complementary school pupils, Chinese adult participants see a diverse range of purposes of these schools besides perpetuating heritage language. Many of these purposes related to 'identity' and 'culture', were often produced in reified terms. In interrogating these themes we focus particularly on the productions of 'culture' generated and the implication of both Chinese and Western bodies in these constructions in relations of power.en
dc.description.provenanceSubmitted by Ada Mau (a.mau@roehampton.ac.uk) on 2010-03-22T18:49:21Z No. of bitstreams: 0en
dc.description.provenanceApproved for entry into archive by Julie Harrison(j.harrison@roehampton.ac.uk) on 2010-06-24T15:10:48Z (GMT) No. of bitstreams: 0en
dc.description.provenanceMade available in DSpace on 2010-06-24T15:10:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03en
dc.description.sponsorshipESRCen
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.informaworld.com/smpp/content~db=all~content=a919658408en
dc.subjectBritish Chineseen
dc.subjectidentitiesen
dc.subjectethnicityen
dc.subjectcultureen
dc.subjectcomplementary schoolingen
dc.titleParents' and teachers' constructions of the purposes of Chinese complementary schooling: 'culture', identity and poweren
dc.typeArticleen
dc.identifier.journalRace Ethnicity and Educationen
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