‘I want them better than me’: Pedagogical strategies employed by four immigrant parents in the face of perceived forms of exclusion by school authorities

Markose, Susan; Kohls, Christian

doi:10.1080/13613324.2014.885423

Cited by 11 publications

(5 citation statements)

References 24 publications

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“…Research suggests that Chinese Australian 5 students receive support from their parents in cultivating their 'scholarly habitus' which embodies a 'productive stillness' required for academic success Markose and Simpson 2014). In relation to young Chinese Australian's lifestyles, Pang, Macdonald, and Hay (2013) reported that despite wanting to do more physical activity, they seem to have less opportunities at home to deviate from the dominant Chinese cultural practices such as academic studies and music practice suggesting that the young people and their parents have different 'logics of practice' (Bourdieu and Wacquant 1992).…”

Section: Introductionmentioning

confidence: 99%

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Pang

Macdonald

2015

Physical Education and Sport Pedagogy

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Background: School Health and Physical Education (HPE) and sport has increasingly become a complex cultural contact zone. With global population shifts, schools need policies and strategies to attend to the interests and needs of diverse student populations. School HPE and sport is a particularly significant site as it is a touchpoint for a range of cultural values and practices related to physical activity, the body, health and lifestyle proprieties. Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as 'West' versus 'East' and in association with 'Normal' versus 'Problematic' lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of 'difference', policies and practices that promote diversity can remain socially unjust and superficial. Research design: This paper focuses on two schools in Queensland. The data collection process was underpinned by critical and interpretive ethnographic methods. The participants in Sage College consisted of seven girls of whom three were in Year 8, three in Year 9 and one in Year 10. At Routledge State High, a state-owned, secular and coeducational secondary school, the cohort consisted of two girls in Year 8, one girl and two boys from Year 9. Results: This paper draws on Bourdieu's concepts of habitus, capital, field and doxa and the Chinese Confucianism philosophy of 'Complementary difference' to understand the various perceptions and experiences of young Chinese Australians in schools HPE and sport. Results invite us to seek an understanding of students' subjectivities and disrupt the binary differences in cultural values and attributes to promote multicultural education. Conclusion and recommendation: Moving beyond the Australia's Anglo-Celtic centred HPE and the limitations of a Western view of exclusive opposites, this paper makes an original contribution to knowledge by presenting a 'heuristic of difference' model that accommodates Western and Chinese perspectives in Australian HPE research.

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Section: Introductionmentioning

confidence: 99%

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Pang

Macdonald

2015

Physical Education and Sport Pedagogy

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“…Další překážky spočívaly v nedostatečné podpoře ze strany škol, jako jsou nevhodné přístupy a metody pedagogů a nastavení kurikula, ale i v nevyhovujících podmínkách k učení v domácím prostředí, dané např. odlišnou kulturou nebo nízkým ekonomickým statusem rodiny (Markose et al, 2016). Ohledně tématu Úsilí v učení rodiče upozorňovali na to, že děti se SVP musí vynaložit mnohem větší úsilí a strávit více času nad úkoly, které dítě bez SVP zvládne snadněji a rychleji.…”

Section: Bariéry Rizika a Participace žáKů Se Speciálními Potřebamiunclassified

Společné vzdělávání a role rodičů

Sedláčková¹,

Kantor²,

Baslerová³

et al. 2021

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“…Second, parents need to use these bicultural and multicultural home-school relationships to advocate for their Black youth's identity schemas to maintain pride and selfesteem in Black familial discourses (Carter, 2005). Third, the home-school relationships within education systems need to nurture all groups such that leaders who empower all to be the best they can be can emerge from all social groups by merit (Markose & Simpson, 2016). Nurturing relationships between parents, staff, and all students purposively to develop multicultural dispositions through cross cultural critique of identity schemas, or world views discussed above, may allow cultural straddling.…”

Section: Parents' Funds Of Capital They Can Use To Advocate For Theirmentioning

confidence: 99%

Education Success for Black Children in the Public School System: Parent Participation and Community Empowerment

Taysum

Ayanlaja

2020

Handbook on Promoting Social Justice in Education

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‘I want them better than me’: Pedagogical strategies employed by four immigrant parents in the face of perceived forms of exclusion by school authorities

Cited by 11 publications

References 24 publications

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Společné vzdělávání a role rodičů

Education Success for Black Children in the Public School System: Parent Participation and Community Empowerment

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