Abstract
Within this chapter the analytical scope is extended outwards, beyond the micro-level school setting. It is within this chapter that the book again engages with wider discussions of migration and acculturation, establishing direct links between these processes and the operations of supplementary schools. This chapter highlights the metanarratives that were evident within the cohort of schools investigated, which include various combinations or clusters of purpose components. These combinations are representative of community acculturation dynamics and are discussed in light of wider acculturation discourses. The aim of this chapter is not to establish a definitive typology of communities, schools or experiences but rather to highlight the complex and diverse social positionings of schools and allow for certain inferences to be made with regard to the acculturation experiences and outlooks of ethnic minority communities depending on identity characteristics.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Andreouli, E. (2013). Identity and acculturation: The case of naturalised citizens in Britain. Culture and Psychology, 19(2), 165–183.
Blommaert, J., & Varis, P. (2011). Enough is enough: The heuristics of authenticity in superdiversity. Working Papers in Urban Language and Literacies, Paper 76. Retrieved October 19, 2017, from www.kcl.ac.uk/ldc.
Bourhis, R. Y., & Hill, P. (2010). Intergroup perceptions in British higher education: A field study. In H. Tajfel (Ed.), Social identity and intergroup relations (pp. 423–468). New York: Cambridge University Press.
Colic-Peisker, V., & Tilbury, F. (2003). “Active” and “passive” resettlement: The influence of support services and refugees’ own resources on resettlement style. International Migration, 41(5), 61–91.
Colic-Peisker, V., & Walker, I. (2003). Human capital, acculturation and social identity: Bosnian refugees in Australia. Journal of Community and Applied Social Psychology, 13(5), 337–360.
Erickson, F. (1990). Qualitative methods. In R. L. Lynn & F. Erickson (Eds.), Research in teaching and learning (Vol. 2). New York: Macmillan Publishing Company.
Harré, R., Moghaddam, F. M., Cairnie, T. P., et al. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31.
Inman, A. G., et al. (2007). Cultural transmission: Influence of contextual factors in Asian Indian Immigrant Parent’ experiences. Journal of Counselling Psychology, 54(1), 93–100.
Joly, D. (2004). International migration in the new millennium: Global movement and settlement (pp. 143–179). Farnham: Ashgate.
Levitt, P. (2010). Transnationalism. In K. Knott & S. Mcloughlin (Eds.), Diasporas: Concepts, intersections, identities (pp. 39–44). London and New York: Zed books.
Li, W. W., Hodgetts, D., & Ho, E. (2010). Gardens, transitions and identity reconstruction among older Chinese immigrants to New Zealand. Journal of Health Psychology, 15(5), 786–796.
Mana, A., Orr, E., & Mana, Y. (2009). An integrated acculturation model of immigrants’ social identity. The Journal of Social Psychology, 149(4), 450–473.
Nagel, J. (1994). Constructing ethnicity: Creating and recreating ethnic identity and culture. Social Problems, 41(1), 152–176.
Sam, D. L., & Berry, J. W. (2010). Acculturation: When individuals and groups of different cultural backgrounds meet. Perspectives on Psychological Science, 5(4), 472–481.
Schwartz, S. J., Vignoles, V. L., Brown, R., & Zagefka, H. (2014). The identity dynamics of acculturation and multiculturalism: Situating acculturation in Context. In V. Benet-Martínez & Y. Hong (Eds.), The oxford handbook of multicultural identity (pp. 57–93). Oxford and New York: Oxford University Press.
Tartakovsky, E. (2011). Factors affecting immigrants’ acculturation intentions: A theoretical model and its assessment among adolescent immigrants from Russia and Ukraine in Israel. International Journal of Intercultural Relations, 36(1), 83–99.
Timotijevic, L., & Breakwell, G. M. (2000). Migration and threat to identity. Journal of Community and Applied Social Psychology, 10(5), 355–372.
Tomlinson, S. (2005b). Race, ethnicity and education under New Labour. Oxford Review of Education, 31(1), 153–171.
van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In L. van Langenhove & R. Harré (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Maldan, MA: Blackwell.
Vertovec, S. (2004). Migrant transnationalism and modes of transformation. International Migration Review, 38(3), 970–1001.
Author information
Authors and Affiliations
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Simon, A. (2018). Supplementary Schools and Acculturation Metanarratives. In: Supplementary Schools and Ethnic Minority Communities. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-50057-1_9
Download citation
DOI: https://doi.org/10.1057/978-1-137-50057-1_9
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-50056-4
Online ISBN: 978-1-137-50057-1
eBook Packages: EducationEducation (R0)