"After Hours" Schools as Core to the Spatial Politics of "In-Betweenness"

Autor/inn/en	Tsolidis, Georgina; Kostogriz, Alex
Titel	"After Hours" Schools as Core to the Spatial Politics of "In-Betweenness"
Quelle	In: Race, Ethnicity and Education, 11 (2008) 3, S.319-328 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Day Schools; Global Approach; Race; Ethnicity; Foreign Countries; Politics of Education; Greek; Australia + Suchen Sie Ihr Suchwort? Day school; Halbtagsschule; Globales Denken; Rasse; Abstammung; Ethnizität; Ausland; Educational policy; Bildungspolitik; Grieche; Griechisch; Australien
Abstract	In this article the authors draw on a larger study in which their overall concern is to illustrate how diasporic identifications develop through a range of scales related to self, family, community, nation and beyond. They consider the Melbourne Greek community as an exemplar of diasporic experience and use it as a case study for their investigation, which is aimed at exploring how transcultural literacies relate to spaces which complicate and enrich identifications. In this article they consider the role of "after hours" schools in the shaping of diasporic identities. These are community-based schools where Greek language and culture is taught. Commonly, classes are held on Saturday morning or in the evenings during the week. Such schools operate in classrooms that are rented from "real" schools. By existing in spaces that are commonly occupied by mainstream day schools, students who attend "after hours" schools experience a form of marginalisation that is also a right of passage. Here the authors argue that such "in-between" spaces assist with the formation of "in-between" identities that are emblematic of globalization. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10