000 04132nam a22005175i 4500
999 _c97933
_d97933
001 978-1-137-50057-1
003 DE-He213
005 20191025101716.0
007 cr nn 008mamaa
008 180526s2018 xxk| s |||| 0|eng d
020 _a9781137500571
024 7 _a10.1057/978-1-137-50057-1
_2doi
040 _cМУБИС.
050 4 _aLC189-214.53
072 7 _aJN
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJN
_2thema
072 7 _aJHBC
_2thema
082 0 4 _a306.43
_223
100 1 _aSimon, Amanda.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aSupplementary Schools and Ethnic Minority Communities
_h[electronic resource] :
_bA Social Positioning Perspective /
_cby Amanda Simon.
264 1 _aLondon :
_bPalgrave Macmillan UK :
_bImprint: Palgrave Macmillan,
_c2018.
300 _aXI, 235 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPART I. Setting the Scene -- Chapter 1. Introduction -- Chapter 2. Supplementary Schools and their Communities -- Chapter 3. The History of Supplementary Schooling -- PART II. Purposes and Positionings of Supplementary Schools -- Chapter 4. Survival and Safeguarding -- Chapter 5. Counteraction and Transformation -- Chapter 6. Recovery -- Part III. Positioning in Practice -- Chapter 7. School C and Mainstream Schooling: An Ambivalent Positioning -- Chapter 8. Everyday Classroom Discourse and the Enactment of the Transformative Agenda -- PART IV. Widening the Scope: Supplementary Schools and Acculturation -- Chapter 9. Supplementary Schools and Acculturation Metanarratives -- Chapter 10. Supplementary Schools and their Communities.
520 _aThis book provides a unique perspective into the world of supplementary schooling, exploring both the social positioning of these schools and the ethnic minority communities they serve. The author presents a close examination of the establishment and functioning of supplementary schools which offers a fresh and novel insight into acculturation processes. Drawing on empirical data gathered from staff interviews, classroom observations and interactive recordings, this book explores the operation of supplementary schools as sites of identity construction where the community identities are preserved, defended, renegotiated and reconstructed. The various modes of construction are indicative of the acculturation experiences of ethnic minority communities and the ways in which these communities negotiate residence in one country whilst having roots in another. This book therefore offers a revealing conceptualization of supplementary schools, not merely as educational spaces, but socio-political enterprises that are situated within and respond to various historical, social and political contexts. This pioneering work will appeal to students and scholars in the fields of education, migration and identity.
650 0 _aSocial work.
650 0 _aSchools.
650 0 _aEducational sociology.
650 1 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/O29000
650 2 4 _aSocial Work.
_0http://scigraph.springernature.com/things/product-market-codes/X21000
650 2 4 _aEducational Policy and Politics.
_0http://scigraph.springernature.com/things/product-market-codes/O19000
650 2 4 _aSchools and Schooling.
_0http://scigraph.springernature.com/things/product-market-codes/O52000
650 2 4 _aEthnicity in Education.
_0http://scigraph.springernature.com/things/product-market-codes/O49000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/X22070
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9781137500564
776 0 8 _iPrinted edition:
_z9781349698868
776 0 8 _iPrinted edition:
_z9781349698851
856 4 0 _uhttps://doi.org/10.1057/978-1-137-50057-1
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK