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 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:26581 10.3224/ijree.v9i1.08
URN	urn:nbn:de:0111-pedocs-265815
Schlagwörter	Sozialer Hintergrund; Sozioökonomischer Status; Armut; Großbritannien; Kind; Schule; Erweitertes Bildungsangebot; Kind; Schule; Armut; Erweitertes Bildungsangebot; Großbritannien
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1