Race, rurality and representation: black and minority ethnic mothers’ experiences of their children’s education in rural primary schools in England, UK
Race, rurality and representation: black and minority ethnic mothers’ experiences of their children’s education in rural primary schools in England, UK
There is little research that has examined the role of mothers in their children's education in the rural space of the school, particularly in relation to the experiences of Black and minority ethnic (BME) families who are newcomers to the rural space. This article attempts to redress the balance and examine how BME mothers are positioned in rural primary schools in England (UK) which are predominantly White. This article is based on 20 in-depth interviews conducted with mothers who identified themselves as Black or from a minority ethnic background (India, Pakistan or Bangladesh). All of the respondents had moved into the areas in the last 10 years. The findings from this research suggest that mothers are active agents in the education of their children; however, their experiences reveal that within the White space of the school they are positioned as ‘other’ and ‘outsiders’ as they navigate the diasporic space of the White countryside.
social theory, sociology, citizenship, equality, identities
490-504
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314
December 2014
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314
Bhopal, Kalwant
(2014)
Race, rurality and representation: black and minority ethnic mothers’ experiences of their children’s education in rural primary schools in England, UK.
[in special issue: Gender and Rurality in Education]
Gender and Education, 26 (5), .
(doi:10.1080/09540253.2014.935301).
Abstract
There is little research that has examined the role of mothers in their children's education in the rural space of the school, particularly in relation to the experiences of Black and minority ethnic (BME) families who are newcomers to the rural space. This article attempts to redress the balance and examine how BME mothers are positioned in rural primary schools in England (UK) which are predominantly White. This article is based on 20 in-depth interviews conducted with mothers who identified themselves as Black or from a minority ethnic background (India, Pakistan or Bangladesh). All of the respondents had moved into the areas in the last 10 years. The findings from this research suggest that mothers are active agents in the education of their children; however, their experiences reveal that within the White space of the school they are positioned as ‘other’ and ‘outsiders’ as they navigate the diasporic space of the White countryside.
Text
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- Accepted Manuscript
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e-pub ahead of print date: 15 July 2014
Published date: December 2014
Keywords:
social theory, sociology, citizenship, equality, identities
Organisations:
Social Justice & Inclusive Education
Identifiers
Local EPrints ID: 364942
URI: http://eprints.soton.ac.uk/id/eprint/364942
ISSN: 0954-0253
PURE UUID: 04df9cff-cbd1-45ab-8191-fbeeda8a4859
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Date deposited: 19 May 2014 08:52
Last modified: 14 Mar 2024 16:43
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Author:
Kalwant Bhopal
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