This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved.

This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.

Chapter 1. Introduction

Chapter 2. Constructing the Term ‘Chinese’

Chapter 3. Research Design

Chapter 4. Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’

Chapter 5. One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but When I Speak Cantonese People Think that I am Local’

Chapter 6. Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well

Chapter 7. Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’

Chapter 8. Conclusions