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Supplementary Schools and Ethnic Minority Communities

A Social Positioning Perspective

  • Book
  • © 2018

Overview

Authors:
  1. Amanda Simon

    1. St Mary’s University, Twickenham, UK

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  • Problematises simplistic notions of supplementary schooling used to frame and conceptualise the schools
  • Links the purpose, ethos and operations of supplementary schools to the social positioning of their communities
  • Allows the reader an insight into ethnic minority communities through the supplementary school

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xi
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  2. Setting the Scene

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Amanda Simon
      Pages 3-24

    3. Supplementary Schools and Their Communities

      • Amanda Simon
      Pages 25-47

    4. The History of Supplementary Schooling

      • Amanda Simon
      Pages 49-66

  3. Part II

    1. Front Matter

      Pages 67-70
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    2. Survival and Safeguarding

      • Amanda Simon
      Pages 71-91

    3. Counteraction and Transformation

      • Amanda Simon
      Pages 93-121

    4. Recovery

      • Amanda Simon
      Pages 123-135

  4. Part III

    1. Front Matter

      Pages 137-141
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    2. School C and Mainstream Schooling: An Ambivalent Positioning

      • Amanda Simon
      Pages 143-161

    3. Everyday Classroom Discourse and the Transformative Agenda

      • Amanda Simon
      Pages 163-185

  5. Widening the Scope: Supplementary Schools and Acculturation

    1. Front Matter

      Pages 187-187
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    2. Supplementary Schools and Acculturation Metanarratives

      • Amanda Simon
      Pages 189-206

    3. Supplementary Schools and Their Communities

      • Amanda Simon
      Pages 207-216

  6. Back Matter

    Pages 217-235
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Keywords

About this book

This book provides a unique perspective into the world of supplementary schooling, exploring both the social positioning of these schools and the ethnic minority communities they serve.  The author presents a close examination of the establishment and functioning of supplementary schools which offers a fresh and novel insight into acculturation processes.  Drawing on empirical data gathered from staff interviews, classroom observations and interactive recordings, this book explores the operation of supplementary schools as sites of identity construction where the community identities are preserved, defended, renegotiated and reconstructed.  The various modes of construction are indicative of the acculturation experiences of ethnic minority communities and the ways in which these communities negotiate residence in one country whilst having roots in another.  This book therefore offers a revealing conceptualization of supplementary schools, not merely as educational spaces, but socio-political enterprises that are situated within and respond to various historical, social and political contexts.   This pioneering work will appeal to students and scholars in the fields of education, migration and identity.

Authors and Affiliations

  • St Mary’s University, Twickenham, UK

    Amanda Simon

About the author

Amanda Simon is Lecturer in Education and Social Sciences at St Mary’s University, UK. Her research interests include classroom discourse, identity construction, interactional dynamics and alternative approaches to education: in this vein, she has undertaken substantial research on supplementary schooling as a highly valuable yet largely unrecognized realm of education.

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