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Race Ethnicity and Education Volume 8, 2005 - Issue 4
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Original Articles

Constructions of racism by British Chinese pupils and parents

Louise Archer London Metropolitan University, UKCorrespondence[email protected]
&
Becky Francis London Metropolitan University, UK
Pages 387-407 | Published online: 16 Aug 2006

Citations (19)

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Read on this site (10)

Yue Zhou & Yongcan Liu. (2023) Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers. Language and Education 37:3, pages 383-400.
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Dan Cui. (2017) Teachers’ racialised habitus in school knowledge construction: a Bourdieusian analysis of social inequality beyond class. British Journal of Sociology of Education 38:8, pages 1152-1164.
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Dan Cui. (2015) Capital, distinction, and racialized habitus: immigrant youth in the educational field. Journal of Youth Studies 18:9, pages 1154-1169.
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Ann Elisabeth Jones. (2014) Exploring teacher perceptions and expectations of Turkish, Kurdish and Turkish Cypriot girls from the perspectives of both teachers and students in three London secondary schools. Race Ethnicity and Education 17:5, pages 667-687.
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Heather Mendick & Becky Francis. (2012) Boffin and geek identities: abject or privileged?. Gender and Education 24:1, pages 15-24.
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Yvette Taylor & Tracy Scurry. (2011) INTERSECTIONS, DIVISIONS, AND DISTINCTIONS. European Societies 13:4, pages 583-606.
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Louise Archer, Becky Francis & Ada Mau. (2009) ‘Boring and stressful’ or ‘ideal’ learning spaces? Pupils’ constructions of teaching and learning in Chinese supplementary schools. Research Papers in Education 24:4, pages 477-497.
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Becky Francis, Louise Archer & Ada Mau. (2009) Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools. British Educational Research Journal 35:4, pages 519-538.
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Dympna Devine, Mairin Kenny & Eileen Macneela. (2008) Naming the ‘other’: children’s construction and experience of racisms in Irish primary schools. Race Ethnicity and Education 11:4, pages 369-385.
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Simon Warren. (2007) Migration, race and education: evidence‐based policy or institutional racism?. Race Ethnicity and Education 10:4, pages 367-385.
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Articles from other publishers (9)

NIRAL SHAH. (2019) “Asians Are Good at Math” Is Not a Compliment: STEM Success as a Threat to Personhood. Harvard Educational Review 89:4, pages 661-686.
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Emma Charlton. 2019. Interdisciplinary Unsettlings of Place and Space. Interdisciplinary Unsettlings of Place and Space 285 298 .
Ayantunji Gbadamosi. (2018) The anatomy of international students’ acculturation in UK universities. Industry and Higher Education 32:2, pages 129-138.
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Roxanne Barbara Doerr. (2014) Perils and resources of "eternal sojourners" in Timothy Mo's Sour Sweet. MONDI MIGRANTI:2, pages 171-198.
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Becky Francis, Ada Mau & Louise Archer. 2014. Learning Chinese in Diasporic Communities. Learning Chinese in Diasporic Communities 203 218 .
Becky Francis & Christine Skelton. 2011. Geschlechtsspezifische Bildungsungleichheiten. Geschlechtsspezifische Bildungsungleichheiten 367 392 .
Caroline Howarth. (2010) I hope we won't have to understand racism one day: Researching or reproducing race in social psychological research?. British Journal of Social Psychology 48:3, pages 407-426.
Crossref
Louise Archer. (2008) The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools. European Educational Research Journal 7:1, pages 89-107.
Crossref
Caroline Howarth. 2007. Social Representations and Identity. Social Representations and Identity 131 156 .

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