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Supplementary schools and ethnic min...

Simon, Amanda.

Supplementary schools and ethnic minority communitiesa social positioning perspective /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supplementary schools and ethnic minority communitiesby Amanda Simon.
Reminder of title:	a social positioning perspective /
Author:	Simon, Amanda.
Published:	London :Palgrave Macmillan UK :2018.
Description:	xi, 235 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	MinoritiesEducation.
Online resource:	http://dx.doi.org/10.1057/978-1-137-50057-1
ISBN:	9781137500571$q(electronic bk.)

Supplementary schools and ethnic minority communitiesa social positioning perspective /
Simon, Amanda.

Supplementary schools and ethnic minority communitiesa social positioning perspective /[electronic resource] :by Amanda Simon. - London :Palgrave Macmillan UK :2018. - xi, 235 p. :ill., digital ;24 cm.

PART I. Setting the Scene -- Chapter 1. Introduction -- Chapter 2. Supplementary Schools and their Communities -- Chapter 3. The History of Supplementary Schooling -- PART II. Purposes and Positionings of Supplementary Schools -- Chapter 4. Survival and Safeguarding -- Chapter 5. Counteraction and Transformation -- Chapter 6. Recovery -- Part III. Positioning in Practice -- Chapter 7. School C and Mainstream Schooling: An Ambivalent Positioning -- Chapter 8. Everyday Classroom Discourse and the Enactment of the Transformative Agenda -- PART IV. Widening the Scope: Supplementary Schools and Acculturation -- Chapter 9. Supplementary Schools and Acculturation Metanarratives -- Chapter 10. Supplementary Schools and their Communities.

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.

ISBN: 9781137500571$q(electronic bk.)

Standard No.: 10.1057/978-1-137-50057-1doiSubjects--Topical Terms:

291614
Minorities
--Education.

LC Class. No.: LC3715 / .S566 2018

Dewey Class. No.: 370.117

Supplementary schools and ethnic minority communitiesa social positioning perspective /
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245 1 0 $a Supplementary schools and ethnic minority communities $h [electronic resource] : $b a social positioning perspective / $c by Amanda Simon.
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505 0 $a PART I. Setting the Scene -- Chapter 1. Introduction -- Chapter 2. Supplementary Schools and their Communities -- Chapter 3. The History of Supplementary Schooling -- PART II. Purposes and Positionings of Supplementary Schools -- Chapter 4. Survival and Safeguarding -- Chapter 5. Counteraction and Transformation -- Chapter 6. Recovery -- Part III. Positioning in Practice -- Chapter 7. School C and Mainstream Schooling: An Ambivalent Positioning -- Chapter 8. Everyday Classroom Discourse and the Enactment of the Transformative Agenda -- PART IV. Widening the Scope: Supplementary Schools and Acculturation -- Chapter 9. Supplementary Schools and Acculturation Metanarratives -- Chapter 10. Supplementary Schools and their Communities.
520 $a 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.
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