Parents' and teachers' constructions of the purposes of Chinese complementary schooling: 'culture', identity and power
Parents' and teachers' constructions of the purposes of Chinese complementary schooling: 'culture', identity and power
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DOI：
10.1080/13613320903550089
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发表时间：
2010-01-01
影响因子：
2.5
通讯作者：
Mau, Ada
中科院分区：
文献类型：
--
作者：
Francis, Becky;Archer, Louise;Mau, Ada
研究文献中忽视了用户对补充教育的看法和体验，但它们对于理解补充学校及其对教育和社会身份的影响非常重要。本文探讨了就读这些学校的学生家长和这些学校的教师对中国互补学校的目的和好处的看法。数据来自经济与社会研究委员会 (ESRC) 资助的对英格兰六所中文学校的研究，其中包括对 24 名家长和 21 名教师的采访。调查结果表明，与互补性学校的学生相比，中国成人参与者认为这些学校除了延续传统语言之外还有多种目的。其中许多目的与“身份”和“文化”相关，通常是以具体化的术语产生的。在审视这些主题时，我们特别关注所产生的“文化”的产物以及中国和西方机构在这些权力关系建构中的含义。
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.