Ada Mau
Biographic Data
| ID | 1265087 |
|---|---|
| NAME | Ada Mau |
| GIVEN NAMES | Ada |
| FAMILY NAME | Mau |
| SIGNATURE | MAU A |
| AFFILIATIONS | University of Roehampton |
| ORCID | 0000-0001-9850-0908 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices
Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in informal science learning (ISL) across four UK …
‘We are not the virus’–Experiences of racism among East & Southeast Asian heritage young people in London during the height of the Covid-19 pandemic
The spread of COVID-19 was accompanied by news reports of surging racism, xenophobia, and hate crime all over the Global North targeting individuals of East and Southeast Asian (ESEA) descent. However, little empirical research has documented the impacts of COVID-19 on child and adolescent ESEAs. We describe and analyse the mental health experiences of young ESEA Londoners during the height of the COVID-19 pandemic. We purposively recruited 23 yo…
Gaming the no-choice system? School choice and persistent educational inequality in China
The admission policy for public compulsory schools in China is neighbourhood enrolment which entitles children to attend their assigned local school free of charge, and this policy has been rigorously implemented in recent years to prevent school choice. However, driven by disparities in education provision, parents still find ways to make choices in an officially no-choice public educational system. Inspired by a Bourdieusian framework, this stu…
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs
Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11–14 from two ISL programs, we identify four areas of practice that were en…
Selfies at the science museum: Exploring girls’ identity performances in a science learning space
Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler’s idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on ‘good’ behaviour, one combin…
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and…
The construction of British Chinese educational success: Exploring the Shifting Discourses in Educational Debate, and Their Effects
The high achievement of British Chinese students in the British education system is established in the official literature and has recently been subject to increased attention and comment; albeit it remains the case that few studies have asked students or their families about the factors contributing to their success. This paper revisits findings from an earlier research project that investigated the extent to which British Chinese students and t…
Dimensions of science capital: Exploring its potential for understanding students’ science participation
As concerns about participation rates in post-compulsory science continue unabated, considerable research efforts have been focused on understanding and addressing the issue, bringing various theoretical lenses to bear on the problem. One such conceptual lens is that of ‘science capital’ (science-related forms of social and cultural capital), which has begun to be explored as a tool for examining differential patterns of aspiration and participat…
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 …
Mapping politics and pedagogy: Understanding the population and practices of Chinese complementary schools in England
Remarkably, little academic attention has been given to the phenomenon of Chinese language schools in the UK. This paper aims to address this important gap in knowledge through the development of a detailed mapping of the population and practise of Chinese complementary schooling in England. The paper draws on ethnographically informed observations and interviews with 60 pupils, 21 teachers and 24 parents conducted in six Chinese schools as part …
Boring and stressful’ or ‘ideal’ learning spaces? Pupils’ constructions of teaching and learning in Chinese supplementary schools
Chinese supplementary schools have been accused of having ‘old‐fashioned’ and ineffective teaching methods, with most teaching being undertaken by ‘unqualified’ volunteer parent teachers. But how do pupils themselves interpret and experience the complementary school setting and to what extent do they feel it affects their learning? Drawing on empirical data from an ESRC study, including classroom observations and interviews with 60 British‐Chines…
Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools
Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British‐Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)‐funded study of si…
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 …
Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools
Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British‐Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)‐funded study of si…
The construction of British Chinese educational success: Exploring the Shifting Discourses in Educational Debate, and Their Effects
The high achievement of British Chinese students in the British education system is established in the official literature and has recently been subject to increased attention and comment; albeit it remains the case that few studies have asked students or their families about the factors contributing to their success. This paper revisits findings from an earlier research project that investigated the extent to which British Chinese students and t…
Boring and stressful’ or ‘ideal’ learning spaces? Pupils’ constructions of teaching and learning in Chinese supplementary schools
Chinese supplementary schools have been accused of having ‘old‐fashioned’ and ineffective teaching methods, with most teaching being undertaken by ‘unqualified’ volunteer parent teachers. But how do pupils themselves interpret and experience the complementary school setting and to what extent do they feel it affects their learning? Drawing on empirical data from an ESRC study, including classroom observations and interviews with 60 British‐Chines…
Selfies at the science museum: Exploring girls’ identity performances in a science learning space
Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler’s idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on ‘good’ behaviour, one combin…
Mapping politics and pedagogy: Understanding the population and practices of Chinese complementary schools in England
Remarkably, little academic attention has been given to the phenomenon of Chinese language schools in the UK. This paper aims to address this important gap in knowledge through the development of a detailed mapping of the population and practise of Chinese complementary schooling in England. The paper draws on ethnographically informed observations and interviews with 60 pupils, 21 teachers and 24 parents conducted in six Chinese schools as part …
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and…
Gaming the no-choice system? School choice and persistent educational inequality in China
The admission policy for public compulsory schools in China is neighbourhood enrolment which entitles children to attend their assigned local school free of charge, and this policy has been rigorously implemented in recent years to prevent school choice. However, driven by disparities in education provision, parents still find ways to make choices in an officially no-choice public educational system. Inspired by a Bourdieusian framework, this stu…
Mapping politics and pedagogy: Understanding the population and practices of Chinese complementary schools in England
Remarkably, little academic attention has been given to the phenomenon of Chinese language schools in the UK. This paper aims to address this important gap in knowledge through the development of a detailed mapping of the population and practise of Chinese complementary schooling in England. The paper draws on ethnographically informed observations and interviews with 60 pupils, 21 teachers and 24 parents conducted in six Chinese schools as part …
Boring and stressful’ or ‘ideal’ learning spaces? Pupils’ constructions of teaching and learning in Chinese supplementary schools
Chinese supplementary schools have been accused of having ‘old‐fashioned’ and ineffective teaching methods, with most teaching being undertaken by ‘unqualified’ volunteer parent teachers. But how do pupils themselves interpret and experience the complementary school setting and to what extent do they feel it affects their learning? Drawing on empirical data from an ESRC study, including classroom observations and interviews with 60 British‐Chines…
Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools
Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British‐Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)‐funded study of si…
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 …
Dimensions of science capital: Exploring its potential for understanding students’ science participation
As concerns about participation rates in post-compulsory science continue unabated, considerable research efforts have been focused on understanding and addressing the issue, bringing various theoretical lenses to bear on the problem. One such conceptual lens is that of ‘science capital’ (science-related forms of social and cultural capital), which has begun to be explored as a tool for examining differential patterns of aspiration and participat…
The construction of British Chinese educational success: Exploring the Shifting Discourses in Educational Debate, and Their Effects
The high achievement of British Chinese students in the British education system is established in the official literature and has recently been subject to increased attention and comment; albeit it remains the case that few studies have asked students or their families about the factors contributing to their success. This paper revisits findings from an earlier research project that investigated the extent to which British Chinese students and t…
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and…
Selfies at the science museum: Exploring girls’ identity performances in a science learning space
Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler’s idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on ‘good’ behaviour, one combin…
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs
Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11–14 from two ISL programs, we identify four areas of practice that were en…
Gaming the no-choice system? School choice and persistent educational inequality in China
The admission policy for public compulsory schools in China is neighbourhood enrolment which entitles children to attend their assigned local school free of charge, and this policy has been rigorously implemented in recent years to prevent school choice. However, driven by disparities in education provision, parents still find ways to make choices in an officially no-choice public educational system. Inspired by a Bourdieusian framework, this stu…
Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices
Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in informal science learning (ISL) across four UK …
‘We are not the virus’–Experiences of racism among East & Southeast Asian heritage young people in London during the height of the Covid-19 pandemic
The spread of COVID-19 was accompanied by news reports of surging racism, xenophobia, and hate crime all over the Global North targeting individuals of East and Southeast Asian (ESEA) descent. However, little empirical research has documented the impacts of COVID-19 on child and adolescent ESEAs. We describe and analyse the mental health experiences of young ESEA Londoners during the height of the COVID-19 pandemic. We purposively recruited 23 yo…
Sociology (11 works) · Pedagogy (10 works) · Gender Studies (6 works) · Political science (6 works) · Psychology (6 works) · Global Education and Multiculturalism (5 works) · Social science (5 works) · Gender Studies (4 works) · Mathematics education (4 works) · Parental Involvement in Education (4 works)