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Identity Projects in Complementary and Mainstream Schools: The Views of Albanian and Bulgarian Students in England
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Tereshchenko, Antonina; Archer, Louise – Research Papers in Education, 2015
This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multi-method qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of "new" Eastern European complementary schools with respect to…
Descriptors: Foreign Countries, Foreign Students, Student Attitudes, Community Schools
Language as Capital, or Language as Identity? Chinese Complementary School Pupils' Perspectives on the Purposes and Benefits of Complementary Schools
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Francis, Becky; Archer, Louise; Mau, Ada – British Educational Research Journal, 2009
Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British-Chinese pupils' discursive constructions of the purposes and benefits of Chinese…
Descriptors: Educational Policy, Self Concept, Chinese, Heritage Education
Parents' and Teachers' Constructions of the Purposes of Chinese Complementary Schooling: "Culture", Identity and Power
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Francis, Becky; Archer, Louise; Mau, Ada – Race, Ethnicity and Education, 2010
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…
Descriptors: Foreign Countries, Teacher Attitudes, Parent Attitudes, Power Structure
Mapping Politics and Pedagogy: Understanding the Population and Practices of Chinese Complementary Schools in England
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Mau, Ada; Francis, Becky; Archer, Louise – Ethnography and Education, 2009
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…
Descriptors: Foreign Countries, Mandarin Chinese, Interviews, Ethnography