Polish complementary schools in Iceland and England

Zielińska, Małgorzata; Kowzan, Piotr; Ragnarsdóttir, Hanna

doi:10.1080/14675986.2014.967967

Cited by 10 publications

(3 citation statements)

References 13 publications

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“…Available research suggests that discourses around 'educational superiority' could be mobilised by Eastern European migrant students and adults for the purpose of 'othering' the majority population. For examples, Polish migrants spoke of 'being shocked' by poor numeracy skills among their coworkers in England (Zielińska and Kowzan 2011), Ukrainian complementary school students (and teachers) positioned themselves as clever and disciplined, in strong opposition to their Portuguese peers (Tereshchenko and Araújo 2011). As we have demonstrated, this pattern did not hold in the present study; while constructing Bulgarian complementary and mainstream schools in Bulgaria as hard, students did so with a sense of exasperation, not pride.…”

Section: The Bulgarian Learning Projectmentioning

confidence: 98%

“…Bushin (2009) on Ireland, Tereshchenko and Grau Cárdenas (2013) on Portugal). According to data from the Polish Ministry of Education (Zielińska and Kowzan 2011), there were over 530 registered (and thus supported, in various ways) Polish Saturday schools in 2009, including 100 such schools in the UK. 4 The significance of learning for 'Bulgarians as a nation' emerged forcefully in interviews with staff, who stressed the commitment of parents to invest in education, as well as to 'push their children to the maximum'.…”

Section: The Bulgarian Learning Projectmentioning

confidence: 99%

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

Tereshchenko

Archer

2014

Research Papers in Education

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This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multimethod qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of 'new' Eastern European complementary schools with respect to learning and heritage and their impact on migrant students' identities and experiences with education in the UK. Findings demonstrate that different models of complementary schooling and students' experiences of mainstream education affected students' views in different ways. The paper explores how the 'hard' and 'boring' culture of Bulgarian complementary school resulted in students' expressions of greater liking for learning in mainstream school and valuing of its multiethnic context. It further examines how practices in another complementary school and students' wider social experiences resulted in a stronger sense of Albanian heritage identity in students, but in more problematic views of UK cultural diversity. In elaborating these themes we seek to draw some implications for policy and practice.

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Section: The Bulgarian Learning Projectmentioning

confidence: 98%

Section: The Bulgarian Learning Projectmentioning

confidence: 99%

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

Tereshchenko

Archer

2014

Research Papers in Education

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“…The majority of formal heritage language education occurs in complementary language schools, which are part-time and community-led (Creese et al 2008, Li 2006, Rose 2013. While some research exists on UK heritage language education, e.g., for Chinese (He 2004, Francis, Archer & Mau 2009, Hancock 2014 and Central and Eastern European languages (Sneddon 2014, Zielinska et al 2014, Tereshchenko & Archer 2015, little is known about Arabic complementary schools in the UK (see Mango [2011] and Zakharia [2016] for the US). This article recognises the valuable research that has been done on these schools and brings a contemporary perspective, focusing particularly on Arabic schools.…”

Section: Introductionmentioning

confidence: 99%

Arabic complementary schools in England: language and Fundamental British Values

Reed

Said

Davies

et al. 2019

Language, Culture and Curriculum

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Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conceptualise, construct and manifest their linguistic and social identity, especially with regard to the context that is informed by the promotion of so-called Fundamental British Values (FBV). Observations are based on data from interviews with pupils, teachers and headteachers from three Arabic complementary schools across England. A qualitative analysis of the data reveals that the schools are strongly commited to tolerance and respect, which are part of the FBV; as well as to inclusivity and community cohesion. The analysis also shows that Arabic plays an important role in the construction of community and linguistic identities in the current political environment of suspicion.

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The Struggle for Professional Recognition by Polish Complementary Schools When Preparing Students for the GCSE Polish Exam During the 2020 COVID-19 Exam Period in England

Young

2024

British Journal of Educational Studies

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Polish complementary schools in Iceland and England

Cited by 10 publications

References 13 publications

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

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

Arabic complementary schools in England: language and Fundamental British Values

The Struggle for Professional Recognition by Polish Complementary Schools When Preparing Students for the GCSE Polish Exam During the 2020 COVID-19 Exam Period in England

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