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Research Papers in Education Volume 30, 2015 - Issue 3
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Articles

Identity projects in complementary and mainstream schools: the views of Albanian and Bulgarian students in England

Antonina TereshchenkoDepartment of Education and Professional Studies, King’s College London, London, UKCorrespondence[email protected]
&
Louise ArcherDepartment of Education and Professional Studies, King’s College London, London, UK
Pages 347-365 | Received 13 Sep 2013, Accepted 26 Apr 2014, Published online: 20 May 2014

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Read on this site (5)

Julia Steenwegen, Noel Clycq & Jan Vanhoof. (2023) The what and why of supplementary schooling in Flanders: purposes and underlying motives as perceived by initiators. Research Papers in Education 38:6, pages 1029-1051.
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Julia Steenwegen, Noel Clycq & Jan Vanhoof. (2023) How and why minoritised communities self-organise education: a review study. Compare: A Journal of Comparative and International Education 53:7, pages 1281-1299.
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Pedro Bogossian-Porto & Thi Bogossian. (2023) The school is not enough: the role of non-formal educational spaces in preserving Armenian identity in the diasporic community. International Studies in Sociology of Education 32:2, pages 215-238.
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Nadezhda Sotirova. (2021) “Good job, but Bulgarian”: Identifying “Bulgarian-ness” through cultural discourse analysis. Journal of International and Intercultural Communication 14:2, pages 128-145.
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Beatrice Szczepek Reed, Fatma Said, Ian Davies & Geraldine Bengsch. (2020) Arabic complementary schools in England: language and Fundamental British Values. Language, Culture and Curriculum 33:1, pages 50-65.
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Articles from other publishers (8)

Blansefloer Coudenys, Graziela Dekeyser, Orhan Agirdag & Noel Clycq. (2024) The invisible support of community schools in a highly unequal education system: Exploring the experiences of minority pupils and teachers. British Educational Research Journal.
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Julia Steenwegen, Noel Clycq & Jan Vanhoof. (2024) Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools. Social Psychology of Education.
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Yasemin Karakaşoğlu, Nicolle Pfaff & Dita Vogel. (2023) Die staatliche Schule als Referenzpunkt im Ringen um Anerkennung als Bildungsinstanz – empirische Explorationen zu non-formalen Bildungsangeboten von Migrant:innenselbstorganisationen. Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM) 2:1, pages 91-105.
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Petros Karatsareas. (2021) The UK’s shifting diasporic landscape: negotiating ethnolinguistic heterogeneity in Greek complementary schools post-2010. International Journal of the Sociology of Language 2021:269, pages 99-121.
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Petros Karatsareas. (2021) Linguistic (il)legitimacy in Migration Encounters. Languages 6:2, pages 66.
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Michael Evans, Claudia Schneider, Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu & Oakleigh Welply. 2020. Language Development and Social Integration of Students with English as an Additional Language. Language Development and Social Integration of Students with English as an Additional Language.
Claudine Kirsch. 2019. 'New' Migration of Families from Greece to Europe and Canada. 'New' Migration of Families from Greece to Europe and Canada 199 220 .
Peter A. J. Stevens, Ada Mau & Gill Crozier. 2019. The Palgrave Handbook of Race and Ethnic Inequalities in Education. The Palgrave Handbook of Race and Ethnic Inequalities in Education 421 484 .

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