Pub Date : 2023-02-22DOI: 10.1080/0305764X.2023.2175790
Manhong Lai, Lan Shi
ABSTRACT The Ministry of Education and the Ministry of Science and Technology in Mainland China have stressed facilitating knowledge transfer of research output in recent years. By facilitating this transfer, the government aims to enhance authentic productivity and boost economic development. Due to this facilitation, universities have encouraged academics to conduct applied projects. To examine this process, this study employed a qualitative research method, carrying out in-depth interviews with 20 academics in a third-tier university in Mainland China. The study observed that first, academics were torn between academic and applied projects. Second, the status of being in a third-tier university affected academics’ participation in applied research. Third, project leaders had to perform specific roles (including the work of managerial professionals) as academic entrepreneurs. Social connections (guanxi) played a prominent role in academic entrepreneurship in the authors' case study.
{"title":"How academics perceive their participation in applied projects: a case study of a third-tier university on the Chinese Mainland","authors":"Manhong Lai, Lan Shi","doi":"10.1080/0305764X.2023.2175790","DOIUrl":"https://doi.org/10.1080/0305764X.2023.2175790","url":null,"abstract":"ABSTRACT The Ministry of Education and the Ministry of Science and Technology in Mainland China have stressed facilitating knowledge transfer of research output in recent years. By facilitating this transfer, the government aims to enhance authentic productivity and boost economic development. Due to this facilitation, universities have encouraged academics to conduct applied projects. To examine this process, this study employed a qualitative research method, carrying out in-depth interviews with 20 academics in a third-tier university in Mainland China. The study observed that first, academics were torn between academic and applied projects. Second, the status of being in a third-tier university affected academics’ participation in applied research. Third, project leaders had to perform specific roles (including the work of managerial professionals) as academic entrepreneurs. Social connections (guanxi) played a prominent role in academic entrepreneurship in the authors' case study.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"495 - 509"},"PeriodicalIF":2.3,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48096156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1080/0305764X.2022.2159013
Paola Aiello, E. Pace, U. Sharma, R. Rangarajan, Laura Sokal, Fiona May, Francisca Gonzalez Gil, T. Loreman, Saiful Malak, Elena Martín, A. McIlroy, S. Schwab
ABSTRACT An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identified, despite the differences in teachers’ backgrounds, education systems, policies and cultures. Our research sheds light on opportunity solving in times of crisis as well as on the way education systems worldwide can renew themselves to ensure innovative and inclusive quality education.
{"title":"Identifying teachers’ strengths to face COVID-19: narratives from across the globe","authors":"Paola Aiello, E. Pace, U. Sharma, R. Rangarajan, Laura Sokal, Fiona May, Francisca Gonzalez Gil, T. Loreman, Saiful Malak, Elena Martín, A. McIlroy, S. Schwab","doi":"10.1080/0305764X.2022.2159013","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2159013","url":null,"abstract":"ABSTRACT An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identified, despite the differences in teachers’ backgrounds, education systems, policies and cultures. Our research sheds light on opportunity solving in times of crisis as well as on the way education systems worldwide can renew themselves to ensure innovative and inclusive quality education.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"357 - 374"},"PeriodicalIF":2.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46512515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1080/0305764X.2022.2161477
G. Koutsouris, Tricia Nash, B. Norwich
ABSTRACT This paper presents findings from a small-scale pilot evaluation of the Silver Stories programme. Silver Stories involves school-age children reading to older people in the community and is a way of addressing literacy and emotional difficulties, as well as enhancing wellbeing. The authors collected and analysed questionnaire and interview data after a school term of programme implementation, across five schools in England and Wales, during the period of the third lockdown. The main finding was that participants experienced the programme as an opportunity for relationship-building between generations, highlighting the relational nature of reading as a ‘literacy event’ and wellbeing as a product of social interaction rather than an individual attribute. The pilot also indicated that school priorities might have shifted due to COVID-19 from academic attainment to a focus on social and emotional support. Although this was likely a temporary phase, it is also an opportunity to build back better.
{"title":"Conducting school-based research during Covid: evaluating the Silver Stories programme","authors":"G. Koutsouris, Tricia Nash, B. Norwich","doi":"10.1080/0305764X.2022.2161477","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2161477","url":null,"abstract":"ABSTRACT This paper presents findings from a small-scale pilot evaluation of the Silver Stories programme. Silver Stories involves school-age children reading to older people in the community and is a way of addressing literacy and emotional difficulties, as well as enhancing wellbeing. The authors collected and analysed questionnaire and interview data after a school term of programme implementation, across five schools in England and Wales, during the period of the third lockdown. The main finding was that participants experienced the programme as an opportunity for relationship-building between generations, highlighting the relational nature of reading as a ‘literacy event’ and wellbeing as a product of social interaction rather than an individual attribute. The pilot also indicated that school priorities might have shifted due to COVID-19 from academic attainment to a focus on social and emotional support. Although this was likely a temporary phase, it is also an opportunity to build back better.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"413 - 429"},"PeriodicalIF":2.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46602553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1080/0305764X.2022.2161475
C. Tikoft, R. Craven, A. Yeung, Janet Mooney
ABSTRACT This study investigated how high-ability Australian Aboriginal adolescents reasoned about sources of effort in their transition to secondary schools. High-ability Year 7 Aboriginal adolescents (n = 4) participated in interviews on three occasions: Term 1 Year 6 (primary); Term 1 Year 7 (secondary); and Term 4 Year 7 (post-transition). Parents (n = 5) and staff (n = 20) were interviewed on one or two occasions. The longitudinal, mixed-methods design included: longitudinal analysis of multiple case studies; discourse analysis; frequency tables; and content analysis of key themes pertaining to the research questions. Results indicated that effort investment was associated with class-average ability. High-ability Aboriginal students found difficulty transitioning to secondary school when placed in classes where the average-ability levels were higher than theirs, forcing upward comparisons, adversely impacting their academic self-concept. Schools should consider targeting academic skills and self-concept simultaneously and encouraging cooperation to enable a successful transition.
{"title":"High-ability Aboriginal Australian students’ reasoning about source of effort","authors":"C. Tikoft, R. Craven, A. Yeung, Janet Mooney","doi":"10.1080/0305764X.2022.2161475","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2161475","url":null,"abstract":"ABSTRACT This study investigated how high-ability Australian Aboriginal adolescents reasoned about sources of effort in their transition to secondary schools. High-ability Year 7 Aboriginal adolescents (n = 4) participated in interviews on three occasions: Term 1 Year 6 (primary); Term 1 Year 7 (secondary); and Term 4 Year 7 (post-transition). Parents (n = 5) and staff (n = 20) were interviewed on one or two occasions. The longitudinal, mixed-methods design included: longitudinal analysis of multiple case studies; discourse analysis; frequency tables; and content analysis of key themes pertaining to the research questions. Results indicated that effort investment was associated with class-average ability. High-ability Aboriginal students found difficulty transitioning to secondary school when placed in classes where the average-ability levels were higher than theirs, forcing upward comparisons, adversely impacting their academic self-concept. Schools should consider targeting academic skills and self-concept simultaneously and encouraging cooperation to enable a successful transition.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"375 - 396"},"PeriodicalIF":2.3,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42057467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1080/0305764X.2022.2161476
Nozomi Sakata, Cynthia E. Winston-Proctor, L. Harris
ABSTRACT Recent movements to decolonise the university have challenged the ideological and political position of authority, reflecting the power relations between different societal groups. Framed by postcolonial and decolonial perspectives, this paper attempts to represent the experiences, values and viewpoints of Black and Minority Ethnic (BME) students at an elite British university who speak for themselves about their lived realities at the institution. Semi-structured interviews and focus group discussions with seven undergraduate and two postgraduate students explored their university experience, academic success, sense of belonging, discrimination and racism. The findings revealed that the students lacked a sense of belonging at the university. Among the factors that undermined this are the predominantly White faculty bodies, exclusive curriculum representation and inter-group interactions divided by racial groups. Cultivating an inclusive university experience will allow BME students to feel a sense of belonging and integrate the racial and ethnic cultural diversity that they represent.
{"title":"Decolonising higher education: Black and Minority Ethnic students’ experiences at an elite British university","authors":"Nozomi Sakata, Cynthia E. Winston-Proctor, L. Harris","doi":"10.1080/0305764X.2022.2161476","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2161476","url":null,"abstract":"ABSTRACT Recent movements to decolonise the university have challenged the ideological and political position of authority, reflecting the power relations between different societal groups. Framed by postcolonial and decolonial perspectives, this paper attempts to represent the experiences, values and viewpoints of Black and Minority Ethnic (BME) students at an elite British university who speak for themselves about their lived realities at the institution. Semi-structured interviews and focus group discussions with seven undergraduate and two postgraduate students explored their university experience, academic success, sense of belonging, discrimination and racism. The findings revealed that the students lacked a sense of belonging at the university. Among the factors that undermined this are the predominantly White faculty bodies, exclusive curriculum representation and inter-group interactions divided by racial groups. Cultivating an inclusive university experience will allow BME students to feel a sense of belonging and integrate the racial and ethnic cultural diversity that they represent.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"397 - 411"},"PeriodicalIF":2.3,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46830259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/0305764X.2022.2083077
C. Forbes, K. Kerr
ABSTRACT Asset-based approaches to public service reform suggest a need for policymakers to shift attention from ‘fixing’ the perceived deficits of disadvantaged neighbourhoods, to recognising and building on the resources, or assets, they hold. However, these approaches have also been critiqued for interpreting assets so broadly that they effectively become meaningless, or so narrowly that they perpetuate deficit views. To counter these tendencies, a new conceptually and methodologically robust endogenous assets-mapping approach is proposed. This has been designed to enable nuanced insights into the assets young people living in disadvantaged neighbourhoods may draw upon to pursue positive educational and wider life outcomes. The approach’s utility is illustrated through the case of Ayesha, a 14-year-old student with a difficult relationship with school. The paper concludes that an endogenous assets-mapping approach can help to generate more positive narratives for vulnerable learners living in disadvantaged neighbourhoods than schooling may typically enable.
{"title":"Endogenous assets-mapping: a new approach to conceptualizing assets in order to understand young people’s capabilities and how these relate to their desired educational outcomes in disadvantaged neighbourhoods","authors":"C. Forbes, K. Kerr","doi":"10.1080/0305764X.2022.2083077","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2083077","url":null,"abstract":"ABSTRACT Asset-based approaches to public service reform suggest a need for policymakers to shift attention from ‘fixing’ the perceived deficits of disadvantaged neighbourhoods, to recognising and building on the resources, or assets, they hold. However, these approaches have also been critiqued for interpreting assets so broadly that they effectively become meaningless, or so narrowly that they perpetuate deficit views. To counter these tendencies, a new conceptually and methodologically robust endogenous assets-mapping approach is proposed. This has been designed to enable nuanced insights into the assets young people living in disadvantaged neighbourhoods may draw upon to pursue positive educational and wider life outcomes. The approach’s utility is illustrated through the case of Ayesha, a 14-year-old student with a difficult relationship with school. The paper concludes that an endogenous assets-mapping approach can help to generate more positive narratives for vulnerable learners living in disadvantaged neighbourhoods than schooling may typically enable.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"117 - 133"},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48125538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-26DOI: 10.1080/0305764X.2022.2155612
Karen Hartcher, S. Chapman, C. Morrison
ABSTRACT Teacher wellbeing is important, not least for the role teachers play in supporting students’ social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers’ wellbeing; second, the relational factors that characterise teachers’ work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers’ wellbeing are often short-term band-aid fixes, and the authors argue that attention must be given to longer-term bridge-building strategies that place teacher wellbeing at the heart of teaching.
{"title":"Applying a band-aid or building a bridge: ecological factors and divergent approaches to enhancing teacher wellbeing","authors":"Karen Hartcher, S. Chapman, C. Morrison","doi":"10.1080/0305764X.2022.2155612","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2155612","url":null,"abstract":"ABSTRACT Teacher wellbeing is important, not least for the role teachers play in supporting students’ social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers’ wellbeing; second, the relational factors that characterise teachers’ work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers’ wellbeing are often short-term band-aid fixes, and the authors argue that attention must be given to longer-term bridge-building strategies that place teacher wellbeing at the heart of teaching.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"143 1-4","pages":"329 - 356"},"PeriodicalIF":2.3,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41309124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1080/0305764X.2022.2093838
J. Hodgen, Michael Adkins, S. Ainsworth
ABSTRACT The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numeracy, an intervention delivered one-to-one by TAs, compared to a control in which TAs provided matched-time numeracy support. The trial involved 1794 low-attaining pupils (aged 7–10) and 300 TAs from 150 English primary schools. Pupils in the intervention group showed no gains in attainment compared to the matched-time control, but there was some evidence to suggest a positive impact in pupils’ attitudes. The implications for future TA interventions to address low attainment in numeracy are discussed.
{"title":"Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial","authors":"J. Hodgen, Michael Adkins, S. Ainsworth","doi":"10.1080/0305764X.2022.2093838","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2093838","url":null,"abstract":"ABSTRACT The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numeracy, an intervention delivered one-to-one by TAs, compared to a control in which TAs provided matched-time numeracy support. The trial involved 1794 low-attaining pupils (aged 7–10) and 300 TAs from 150 English primary schools. Pupils in the intervention group showed no gains in attainment compared to the matched-time control, but there was some evidence to suggest a positive impact in pupils’ attitudes. The implications for future TA interventions to address low attainment in numeracy are discussed.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"215 - 235"},"PeriodicalIF":2.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43932022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/0305764X.2022.2047890
M. Amri, Olcay Sert
ABSTRACT This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher–student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students’ formulations of understanding of a teacher’s prior responses shape the subsequent interactional trajectories. Their conversation analytic investigation reveals that the teacher produces either confirming or disconfirming actions following students’ formulations of understanding. These response types accomplish two distinct forms of interactional work: (a) when the teacher confirms the students’ formulations, she expands the sequence with instruction-related elaborations; and (b) when the teacher does not confirm the formulations, she accounts for that, prompting students to reformulate their understanding. Overall, this study contributes to the body of research on BDIs as a recurring yet under-investigated lesson practice during project work.
{"title":"Establishing understanding during student-initiated between-desk instructions in project work","authors":"M. Amri, Olcay Sert","doi":"10.1080/0305764X.2022.2047890","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2047890","url":null,"abstract":"ABSTRACT This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher–student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students’ formulations of understanding of a teacher’s prior responses shape the subsequent interactional trajectories. Their conversation analytic investigation reveals that the teacher produces either confirming or disconfirming actions following students’ formulations of understanding. These response types accomplish two distinct forms of interactional work: (a) when the teacher confirms the students’ formulations, she expands the sequence with instruction-related elaborations; and (b) when the teacher does not confirm the formulations, she accounts for that, prompting students to reformulate their understanding. Overall, this study contributes to the body of research on BDIs as a recurring yet under-investigated lesson practice during project work.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"667 - 689"},"PeriodicalIF":2.3,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43126908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/0305764X.2022.2046704
Eleni Oikonomidoy, Fares J. Karam
ABSTRACT Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: 1) transnational and translinguistic funds of identity, which are challenged by xenophobia, monolingualism and social class barriers; 2) funds of intercultural identity, which are jeopardised by racial and religious exclusion; and 3) funds of academic identity in the home which are threatened by social class challenges. The paper concludes with the implications of the analysis for theory and practice.
{"title":"Structural barriers and processes of defunding of funds of identity of refugee-background children","authors":"Eleni Oikonomidoy, Fares J. Karam","doi":"10.1080/0305764X.2022.2046704","DOIUrl":"https://doi.org/10.1080/0305764X.2022.2046704","url":null,"abstract":"ABSTRACT Drawing insights from an ethnographic study with two young refugee-background children, this paper examines the multiple contexts that influence their identity negotiations during their first three years of resettlement to the United States. The analysis aims to expand the growing literature on funds of identity (FOI) with specific attention to structural barriers that defund their FOIs. The findings are categorised in three intersecting themes: 1) transnational and translinguistic funds of identity, which are challenged by xenophobia, monolingualism and social class barriers; 2) funds of intercultural identity, which are jeopardised by racial and religious exclusion; and 3) funds of academic identity in the home which are threatened by social class challenges. The paper concludes with the implications of the analysis for theory and practice.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"633 - 649"},"PeriodicalIF":2.3,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42002865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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