Supporting "Slow Renewal": Developments in Extended Education in High-Poverty Neighbourhoods in England

Autor/in	Kerr, Kirstin
Titel	Supporting "Slow Renewal": Developments in Extended Education in High-Poverty Neighbourhoods in England
Quelle	In: International Journal for Research on Extended Education, 9 (2021) 1, S.87-101 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-3673
Schlagwörter	Foreign Countries; Poverty Areas; Educational Change; Family Environment; Community Change; Outcomes of Education; Community Involvement; Extended School Day; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Familienmilieu; Lernleistung; Schulerfolg; Ganztagsunterricht
Abstract	This paper explores how a small but growing number of schools in England are gradually extending their roles to act as, what I term, agents of "slow renewal": supporting long-term change in children's complex family and community environments, through a series of strategically-aligned, small-scale, locally-bespoke actions, intentionally planned to bring about incremental change. An empirical illustration of one such school is presented and its core features explored via four core concepts: socio-ecological perspectives on children's outcomes, soft-systems change, assets-based development, and liminal space. Through this, the paper contributes a set of integrated conceptual principles on which schools working to support slow renewal can act and which challenge the values of market-driven education systems more generally. (As Provided).
Anmerkungen	Budrich Journals. Verlag Barbara Budrich GmbH, Stauffenbergstr. 7, 51379 Leverkusen, Germany. e-mail: info@budrich-journals.de; Web site: https://www.budrich-journals.de/index.php/IJREE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01