Multicultural, Heritage and Learner Identities in Complementary Schools

Creese, Angela; Bhatt, Arvind; Bhojani, Nirmala; Martin, Peter W.

doi:10.1080/09500780608668708

Cited by 148 publications

(76 citation statements)

References 20 publications

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“…At the same time it is important to recognize that complementary schools are highly significant to the Chinese parents in terms of maintaining heritage language and literacy skills. They have a strong desire to maintain their independence and play a significant role in providing sheltered spaces for children to negotiate their new and evolving plural identities (Creese et al, 2006). However, it has been documented elsewhere that tensions can exist between teachers and children when their ideological worlds collide (Francis et al 2010).…”

Section: Discussionmentioning

confidence: 99%

“…This peer networking is especially important in the areas of Scotland where minority families are geographically isolated. Notably, these complementary schools have created safe spaces where teachers and children draw on a range of resources at their disposal to engage in fluid language and literacy practices (Creese et al 2006). Consequently literacies are not static but syncretic where cross-cultural encounters and negotiations characterized by power differentials co-exist to create children's new and creative biliterate identities (Gregory et al 2004;Kenner, 2004).…”

Section: Related Researchmentioning

confidence: 99%

“…The next teaching episode, from the grade four class, not only points to another example of collaborative group work (albeit within a culture of group competition) but also shows how the teacher supports the construction of written sentences whilst allowing opportunities for children to draw on their flexible bilingualism (Creese et al, 2006). From the fieldnotes the following entry is recorded.…”

Section: Example 4 Flexible Bilingualism and Biliteracymentioning

confidence: 99%

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Unpacking mundane practices: children's experiences of learning literacy at a Chinese complementary school in Scotland

Hancock

2012

Language and Education

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Section: Discussionmentioning

confidence: 99%

Section: Related Researchmentioning

confidence: 99%

Section: Example 4 Flexible Bilingualism and Biliteracymentioning

confidence: 99%

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Unpacking mundane practices: children's experiences of learning literacy at a Chinese complementary school in Scotland

Hancock

2012

Language and Education

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“…explain, the myth of the "lone ranger" has progressively been softened and more ethnography studies now involve research teams (e.g., Creese et al, 2006;Prus and Irini 1980;Snow and Anderson 1993). An increased interest in team ethnography is partly due to changes in the academic mode of production-larger grants and increasing competition lead researchers to do more teamwork projects (Creese et al, 2008;Mauthner and Doucet 2008).…”

Section: Team Ethnographymentioning

confidence: 99%

Conducting Global Team-based Ethnography: Methodological Challenges and Reflections

Jarzabkowski

Bednarek²,

Cabantous³

2014

AMPROC

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Ethnography has often been seen as the province of the lone researcher; however, increasingly management scholars are examining global phenomena, necessitating a shift to global team-based ethnography. This shift presents some fundamental methodological challenges, as well as practical issues of method, that have not been examined in the literature on organizational research methods. That is the focus of this paper. We first outline the methodological implications of a shift from single researcher to team ethnography, and from single case site to the multiple sites that constitute global ethnography. Then we present a detailed explanation of a global, team-based ethnographic research project that we conducted over three years. Our study of the global reinsurance industry involved a team of five ethnographers conducting fieldwork in 25 organizations across 15 countries. We outline three central challenges we encountered; team division of labour, team sharing, and constructing a global ethnographic object. The paper concludes by suggesting that global, team-based, ethnography provides important insights into global phenomena, such as regulation, finance, and climate change among others, that are of interest to management scholars.

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“…According to these authors, Chinese language schools established worldwide by the Chinese Diaspora -for example in Quebec and Flandersreflect ways in which various Chinese communities use their cultural and human capital as community strengths within dominant society and mainstream institutions, including in the general educational system of the host society. The international literature identifies a whole range of purposes and benefits of ethnic supplementary schools that can directly or indirectly influence how minority children move through mainstream schools Francis et al 2010;Creese et al 2006;Portes and Kelly 2008;Reay and Mirza 1997;Strand 2007;Zhou and Kim 2006;Zhou and Li 2003). Most Chinese schools primarily focus on language education by teaching the mother tongue and community languages.…”

Section: Introductionmentioning

confidence: 99%

Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanders

Sun

Braeye

2013

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Supplementary or extra-curricular ethnic schools have been neglected in the research literature, especially in non-English speaking contexts such as Quebec and Flanders. Yet they are important for understanding the influence of ethnic social structures on the educational integration and academic achievement of immigrant students. From a comparative perspective, this paper focuses on the response of Chinese language schools to the educational needs of Chinese youth. Data were collected through ethnographic observations in Chinese schools in Quebec and Flanders,1 as well as in semi-structured interviews with students of Chinese origin, their parents, and school personnel. The findings demonstrate that the influence of ethnic social structures on the progression of minority/immigrant students through schooling is related to the particular profile of their ethnic community, as well as to the larger socio-economic and political environment of the host society.Dans la littérature académique, peu d’attention a été accordée aux écoles ethniques complémentaires, surtout dans un contexte non ou peu anglophone comme le Québec et la Flandre. Cependant, elles jouent un rôle important dans la compréhension de l’influence des structures sociales ethniques sur l’intégration et la réussite scolaire des élèves issus de l’immigration. Dans une perspective comparative, cet article se concentre sur le rôle que jouent les écoles de langue chinoise en répondant aux besoins éducatifs des élèves d’origine chinoise. Nos données proviennent d’observations ethnographiques et d’entretiens semi-directifs réalisés au sein d’écoles ethniques complémentaires au Québec et en Flandres. Les résultats indiquent que l’impact des structures sociales ethniques sur le vécu scolaire des élèves issus de l’immigration ou des minorités est lié au profil de la communauté ethnique ainsi qu’à l’environnement socioéconomique et politique plus large de la société d’accueil

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Multicultural, Heritage and Learner Identities in Complementary Schools

Cited by 148 publications

References 20 publications

Unpacking mundane practices: children's experiences of learning literacy at a Chinese complementary school in Scotland

Unpacking mundane practices: children's experiences of learning literacy at a Chinese complementary school in Scotland

Conducting Global Team-based Ethnography: Methodological Challenges and Reflections

Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanders

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