Alternative Spaces of Learning in East London: Opportunities and Challenges

Autor/inn/en	Sneddon, Raymonde; Martin, Peter
Titel	Alternative Spaces of Learning in East London: Opportunities and Challenges
Quelle	In: Diaspora, Indigenous, and Minority Education, 6 (2012) 1, S.34-49 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2011.633494
Schlagwörter	Urban Areas; Foreign Countries; Minority Groups; Refugees; Immigrants; Case Studies; Community Schools; Language Maintenance; Cultural Maintenance; Literacy; Identification; Multilingualism; Educational Policy; Indo European Languages; United Kingdom (London) + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Ausland; Ethnische Minderheit; Flüchtling; Immigrant; Immigrantin; Immigranten; Case study; Fallstudie; Case Study; Community school; ; Gemeindeschule; Gemeinschaftsschule; Sprachpflege; Alphabetisierung; Schreib- und Lesefähigkeit; Identifikation; Identifizierung; Mehrsprachigkeit; Multilingualismus; Politics of education; Bildungspolitik; Indoeuropäisch
Abstract	This article emerges from an ongoing exploration into how British minority ethnic communities in the London area create spaces in community-based programs to maintain or develop their languages and literacies. In London, more than one-third of the 850,000 school children speak a language other than English at home (Baker & Eversley, 2000). This article compares a model of complementary schooling developed by the more recent Albanian refugee community in east London with provision within the long-established Bangladeshi community. Within the Bangladeshi community, it contrasts two examples that suggest that government policy and local political power can impact very differently on the same community in two different locations. The case studies illustrate the way in which communities with different immigration trajectories and geographical locations within east London maintain their identities, their languages, and their literacies in the face of changing government policies and a challenging economic climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10