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Archer, Louise; Francis, Becky; Mau, Ada – Oxford Review of Education, 2010
Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of "preserving" or "maintaining" "traditional" culture and language within…
Descriptors: Ethnicity, Student Attitudes, Identification (Psychology), Cultural Maintenance
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Francis, Becky – Oxford Review of Education, 2010
In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum-related skills. The article describes a…
Descriptors: Young Children, Toys, Role, Educational Games
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Hutchings, Merryn; Carrington, Bruce; Francis, Becky; Skelton, Christine; Read, Barbara; Hall, Ian – Oxford Review of Education, 2008
In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want…
Descriptors: Foreign Countries, Teacher Student Relationship, Gender Issues, Males
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Francis, Becky; Archer, Louise – Oxford Review of Education, 2005
British-Chinese pupils are the highest achieving ethnic group in the British education system, and British-Chinese boys performance equals that of girls. This paper investigates aspects of British-Chinese pupils constructions of learning, focusing particularly on subject preferences and their constructions of themselves as pupils. The results are…
Descriptors: Ethnic Groups, Social Class, Immigrants, Foreign Countries
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Francis, Becky – Oxford Review of Education, 2000
Examines whether a shift in secondary school students' constructions of gender, school subjects, and subject ability has occurred. Explores their statements concerning gender and ability involved in school subjects. Argues there has been a blurring of the gender dichotomy when reviewing favorite subjects versus least favorite subjects. (CMK)
Descriptors: Educational Research, Females, Gender Issues, Intellectual Disciplines