Abstract
Chapter 10 is the concluding chapter of the book and reviews the various key points emanating from the evidence presented throughout the book. The chapter will contest simplistic notions of supplementary schools as learning spaces defined by the communities they serve or the subjects they teach, proposing instead that these schools are in fact complex, multipurpose, social enterprises with very deliberate aims and purposes that can be directly linked to acculturation dynamics, including community perceptions of the wider society and the perceived positioning of the community within the host society. Attention will also be drawn to the mediatory position that supplementary schools occupy, between the immigrant community and the wider society, a position that means that they have much to contribute to current and future debates concerning settlement and the negotiation of acculturation processes.
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Simon, A. (2018). Supplementary Schools and Their Communities. In: Supplementary Schools and Ethnic Minority Communities. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-50057-1_10
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DOI: https://doi.org/10.1057/978-1-137-50057-1_10
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