Titlebook: Supplementary Schools and Ethnic Minority Communities; A Social Positioning Amanda Simon Book 2018 The Editor(s) (if applicable) and The Au

Lobotomy

Survival and Safeguardingcommunity identity from external threats. For instance, the chapter discusses the dynamics of linguistic preservation and the safeguarding of community languages against the increasingly dominant force of the English language. Schools efforts are also discussed here.

充气球

Everyday Classroom Discourse and the Transformative Agendartain concepts and identities that relate to the overarching transformation agenda. The chapter makes links between classroom discursive practice and wider overarching discourses, revealing the interactional dynamics between the micro and macro discursive levels.

旧石器时代

manifestation

meretricious

The History of Supplementary Schoolinglementary schools and the corresponding policy movements within mainstream education, focusing mainly on the period from the 1960s to the1980s. The 1960s in particular has great significance in terms of schooling and race relations as it was during this time period that educational policy began to m

漂浮

Survival and Safeguardingosely at the themes of survival and safeguarding, the two most predominant school purposes. Survival here refers to the efforts made by schools to preserve specific aspects of the community identity. This was often intertwined with safeguarding where schools would attempt to protect elements of the

fulmination

Counteraction and Transformationction’ here constitutes the deliberate efforts of schools to resist and replace negative discourses that threaten the community identity and to thereby defend community boundaries. The chapter in fact begins by highlighting some of these common discourses that taint public opinion of marginalised gr

saturated-fat

令人心醉

School C and Mainstream Schooling: An Ambivalent Positioningicro-level classroom discourse. This part therefore marks a transition from the panoramic view of a diverse cohort of schools (featured in Chaps. .–.) to a more focused micro-level perspective. This chapter presents the first part of an in-depth case study of an African-Caribbean supplementary schoo

GOAT

Everyday Classroom Discourse and the Transformative Agendang closely at the micro interactions between teachers and students within the classroom setting and the ‘transformation’ related storylines and social acts encompassed within classroom discourse. Through an exploration of both pupil and teacher positioning, the chapter highlights the promotion of ce