Mapping politics and pedagogy: understanding the population and practices of Chinese complementary schools in England

Hdl Handle:
http://hdl.handle.net/10142/74596
Title:
Mapping politics and pedagogy: understanding the population and practices of Chinese complementary schools in England
Authors:
Mau, Ada; Francis, Becky; Archer, Louise
Abstract:
Remarkably, little academic attention has been given to the phenomenon of Chinese language schools in the UK. This paper aims to address this important gap in knowledge through the development of a detailed mapping of the population and practise of Chinese complementary schooling in England. The paper draws on ethnographically informed observations and interviews with 60 pupils, 21 teachers and 24 parents conducted in six Chinese schools as part of an Economic and Social Research Council (UK) funded study. The mapping is presented in terms of three core questions: what are Chinese schools like? (how they are funded, resourced and organised); who attends? (characteristics of the pupils' population); and what is taught there? Analyses highlight the social political implications arising and raise issues for education policy and practice.
Publisher:
Taylor Francis
Journal:
Ethnography and Education
Issue Date:
2009
URI:
http://dx.doi.org/10.1080/17457820802703473
DOI:
10.1080/17457820802703473
Type:
Article
Language:
en
Sponsors:
ESRC
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorMau, Ada-
dc.contributor.authorFrancis, Becky-
dc.contributor.authorArcher, Louise-
dc.date.accessioned2009-07-21T10:40:07Z-
dc.date.available2009-07-21T10:40:07Z-
dc.date.issued2009-
dc.identifier.doi10.1080/17457820802703473-
dc.identifier.urihttp://dx.doi.org/10.1080/17457820802703473-
dc.description.abstractRemarkably, little academic attention has been given to the phenomenon of Chinese language schools in the UK. This paper aims to address this important gap in knowledge through the development of a detailed mapping of the population and practise of Chinese complementary schooling in England. The paper draws on ethnographically informed observations and interviews with 60 pupils, 21 teachers and 24 parents conducted in six Chinese schools as part of an Economic and Social Research Council (UK) funded study. The mapping is presented in terms of three core questions: what are Chinese schools like? (how they are funded, resourced and organised); who attends? (characteristics of the pupils' population); and what is taught there? Analyses highlight the social political implications arising and raise issues for education policy and practice.en
dc.description.provenanceSubmitted by Becky Francis (b.francis@roehampton.ac.uk) on 2009-07-21T09:47:00Z No. of bitstreams: 0en
dc.description.provenanceApproved for entry into archive by Pat Simons(p.simons@roehampton.ac.uk) on 2009-07-21T10:40:06Z (GMT) No. of bitstreams: 0en
dc.description.provenanceMade available in DSpace on 2009-07-21T10:40:07Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03en
dc.description.sponsorshipESRCen
dc.language.isoenen
dc.publisherTaylor Francisen
dc.subjectlanguageen
dc.subjecteducationen
dc.subjectcomplementary schoolsen
dc.subjectchinese schoolsen
dc.subjectidentitiesen
dc.titleMapping politics and pedagogy: understanding the population and practices of Chinese complementary schools in Englanden
dc.typeArticleen
dc.identifier.journalEthnography and Educationen
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