ERIC Number: EJ1021866
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Exploring the Relationship between Supplementary Schools and "Cohesive Communities"
International Journal of Inclusive Education, v17 n11 p1135-1151 2013
The number of supplementary schools in England serving minority communities continues to grow. They are popular with the parents of such communities because they often feel their children are disadvantaged in mainstream schools and not afforded the opportunities or the learning environment that is conducive to their children achieving their full potential. Simultaneously, over the past 10 years or so there has been an increasing political focus on local communities and issues of cohesion; both of which were high priorities for the last government. Schools were viewed as key to helping the government deliver these political agendas. The current coalition government also foregrounds the role and responsibilities of communities as part of its "Big Society" concept. This paper explores the positioning of supplementary schools in relation to notions of "cohesive communities". It draws on findings from a study commissioned by the Department for Children, Schools and Families on supplementary schools, which aimed to establish their level and type of provision, impact, and to a lesser degree, their role in the community and the cohesion agenda.
Descriptors: Foreign Countries, Minority Groups, Disadvantaged Youth, Special Schools, Social Responsibility, Community Involvement, Politics of Education, School Effectiveness, Case Studies, Minority Group Students, Cultural Differences, Student Diversity, School Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A