Parents' and teachers' constructions of the purposes of Chinese complementary schooling: 'culture', identity and power

User perceptions and experiences of complementary education are neglected in the research literature, yet they are important in providing understanding concerning complementary schools and their impact on educational and social identities. This paper explores the constructions of parents of pupils attending these schools, and of teachers at these schools, regarding the purposes and benefits of Chinese complementary schools. Data is drawn from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 24 parents and 21 teachers. Findings demonstrate that in contrast to complementary school pupils, Chinese adult participants see a diverse range of purposes of these schools besides perpetuating heritage language. Many of these purposes related to 'identity' and 'culture', were often produced in reified terms. In interrogating these themes we focus particularly on the productions of 'culture' generated and the implication of both Chinese and Western bodies in these constructions in relations of power