Susie Weller
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781847428462
- eISBN:
- 9781447307259
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428462.003.0007
- Subject:
- Social Work, Children and Families
Drawing on a four-year study that explored the significance of social capital for children and parents during the transition to secondary school, this chapter explores the relationship between ...
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Drawing on a four-year study that explored the significance of social capital for children and parents during the transition to secondary school, this chapter explores the relationship between families' responses to school choice policies and children's everyday geographies. In so doing, it reflects critically on the spatial connotations of, and tensions between (national) school choice policies and wider drives by the New Labour government to promote (local) cohesion. It is apparent that from parents' and children's perspectives that imagined, aspirational and fearful geographies are implicated in the process of school choice.Less
Drawing on a four-year study that explored the significance of social capital for children and parents during the transition to secondary school, this chapter explores the relationship between families' responses to school choice policies and children's everyday geographies. In so doing, it reflects critically on the spatial connotations of, and tensions between (national) school choice policies and wider drives by the New Labour government to promote (local) cohesion. It is apparent that from parents' and children's perspectives that imagined, aspirational and fearful geographies are implicated in the process of school choice.
Isabel Cartwright
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781847428462
- eISBN:
- 9781447307259
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428462.003.0009
- Subject:
- Social Work, Children and Families
Drawing on the author's work as an informal educator in schools in the London Boroughs of Newham and Hackney, this chapter critically explores informal education, and how it can work as a prism ...
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Drawing on the author's work as an informal educator in schools in the London Boroughs of Newham and Hackney, this chapter critically explores informal education, and how it can work as a prism through which to critique UK education policy and dominant Western approaches to education and young people. It examines the four key principles of informal education in relation to the potential space that informal education can inhabit within the context of UK schools: creating spaces within formal educational settings to work with young people; the importance of dialogue/conversation in creating emotional spaces and ‘horizons’; the importance of everyday geographies in fostering learning; and the creation of community/citizenship.Less
Drawing on the author's work as an informal educator in schools in the London Boroughs of Newham and Hackney, this chapter critically explores informal education, and how it can work as a prism through which to critique UK education policy and dominant Western approaches to education and young people. It examines the four key principles of informal education in relation to the potential space that informal education can inhabit within the context of UK schools: creating spaces within formal educational settings to work with young people; the importance of dialogue/conversation in creating emotional spaces and ‘horizons’; the importance of everyday geographies in fostering learning; and the creation of community/citizenship.
Peter Kraftl
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447300496
- eISBN:
- 9781447310914
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447300496.003.0002
- Subject:
- Sociology, Education
This chapter introduces the key conceptual frameworks that are deployed and developed in the book. It begins by situating the book within recent geographies of education and childhood, ...
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This chapter introduces the key conceptual frameworks that are deployed and developed in the book. It begins by situating the book within recent geographies of education and childhood, sub-disciplinary concerns that form the immediate context for this book and my own research. It then highlights three theoretical strands that inform the analysis and which each defy simple labels: ‘radical’ theories of education, informal education, and alternative education; diverse economic and autonomous geographies; nonrepresentational geographies and the politics of life-itself. Cross-reference to longer-standing work on sociologies of education and education studies is also made throughout this chapter. Attention is also paid to critiques of ‘radical’ and alternative education approaches.Less
This chapter introduces the key conceptual frameworks that are deployed and developed in the book. It begins by situating the book within recent geographies of education and childhood, sub-disciplinary concerns that form the immediate context for this book and my own research. It then highlights three theoretical strands that inform the analysis and which each defy simple labels: ‘radical’ theories of education, informal education, and alternative education; diverse economic and autonomous geographies; nonrepresentational geographies and the politics of life-itself. Cross-reference to longer-standing work on sociologies of education and education studies is also made throughout this chapter. Attention is also paid to critiques of ‘radical’ and alternative education approaches.
