NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ894177
Record Type: Journal
Publication Date: 2010-Aug
Pages: 20
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0305-4985
The Culture Project: Diasporic Negotiations of Ethnicity, Identity and Culture among Teachers, Pupils and Parents in Chinese Language Schools
Archer, Louise; Francis, Becky; Mau, Ada
Oxford Review of Education, v36 n4 p407-426 Aug 2010
Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of "preserving" or "maintaining" "traditional" culture and language within diasporic communities. In this paper, we draw on qualitative data from an ESRC funded study conducted in six Chinese complementary schools to consider how pupils (n=60), parents (n=24) and teachers (n=21) in these schools construct and negotiate issues of culture and identity. We consider the ways in which the cultural agenda of the schools is constructed and experienced, teasing out the ways in which cultural discourses and pupil identities are deployed (and resisted, reworked) within the space of Chinese schools. Finally we consider the extent to which the schools are perceived by the young people to be "successful" (or not) in their efforts to make pupils feel "more Chinese". (Contains 12 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: Parents; Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A