Parents' and Teachers' Constructions of the Purposes of Chinese Complementary Schooling: "Culture", Identity and Power

Autor/inn/en	Francis, Becky; Archer, Louise; Mau, Ada
Titel	Parents' and Teachers' Constructions of the Purposes of Chinese Complementary Schooling: "Culture", Identity and Power
Quelle	In: Race, Ethnicity and Education, 13 (2010) 1, S.101-117 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Foreign Countries; Teacher Attitudes; Parent Attitudes; Power Structure; Interviews; Educational Benefits; Chinese; Heritage Education; Native Language Instruction; Asians; Educational Attitudes; Ethnicity; Cultural Maintenance; Economic Factors; Language Proficiency; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Elternverhalten; Interviewing; Interviewtechnik; Bildungsertrag; China; Chinesen; Native language education; Muttersprachlicher Unterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ethnizität; Ökonomischer Faktor; Language skill; Language skills; Sprachkompetenz
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. (Contains 1 table and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10