Abstract
Chapter 7 seeks to offer a comprehensive operationalisation of supplementary school positioning by exploring the manifestation of positioning within micro-level classroom discourse. This part therefore marks a transition from the panoramic view of a diverse cohort of schools (featured in Chaps. 4–6) to a more focused micro-level perspective. This chapter presents the first part of an in-depth case study of an African-Caribbean supplementary school (African-Caribbean school C), which explores the micro-level discursive encoding of school positioning within everyday school processes and classroom interactions. This chapter discusses the positioning of school C in relation to mainstream schooling, revealing the complex manifestation of the ‘transformation’ discourse in both the perpetuation and rejection of mainstream schooling practices.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Blommaert, J. (2005). Discourse: A critical introduction. New York: Cambridge University Press.
Chevannes, M., & Reeves, F. (1987). The black voluntary school movement: Definition, context and prospects. In B. Troyna (Ed.), Racial inequality in education (pp. 147–169). London: Tavistock Publications.
Creese, A., Bhatt, A., Bhojani, N., et al. (2006). Multicultural, heritage and learner identities in complementary schools. Language and Education, 20(1), 23–43.
Creese, A., Blackledge, A., Baraç, T., et al. (2008). The social, cultural and linguistic significance of complementary schools. In B. Lingard, J. Nixon, & S. Ranson (Eds.), Transforming learning in schools and communities: The remaking of education for a cosmopolitan society (pp. 270–287). London and New York: Continum.
Francis, B., Archer, L., & Mau, A. (2008). British-Chinese pupils’ identities, achievement and complementary schooling (Executive Report). University of London/Kings College.
Gillborn, D. (2008). Racism and education: Coincidence or conspiracy? London and New York: Routledge.
Hall, K., et al. (2002). This is our school: Provision, purpose and pedagogy of supplementary schooling in Leeds and Oslo. British Educational Research Journal, 28, 399–418.
Hall, L. A., et al. (2010). Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools. Teaching and Teacher Education, 26, 234–243.
Harré, R., & van Langenhove, L. (1991). Varieties of positioning. Journal for the Theory of Social Behaviour, 21(4), 393–407.
Harré, R., and van Langenhove, L. (1999). Positioning theory: Moral contexts of intentional action. Oxford and Massachusetts: Blackwell Publishers.
Macpherson, W. (1999). The Stephen Lawrence inquiry. London: The Stationary Office.
Mirza, H. S., & Reay, D. (2000). Spaces and places of black educational desire: Rethinking black supplementary schools as a new social movement. Sociology, 34(3), 521–544.
van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In L. van Langenhove & R. Harré (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Maldan, MA: Blackwell.
Zhou, M., & Kim, S. S. (2006). Community forces, social capital, and educational achievement: The case of supplementary education in the Chinese and Korean immigrant communities. Harvard Educational Review, 76(1), 1–29.
Author information
Authors and Affiliations
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Simon, A. (2018). School C and Mainstream Schooling: An Ambivalent Positioning. In: Supplementary Schools and Ethnic Minority Communities. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-50057-1_7
Download citation
DOI: https://doi.org/10.1057/978-1-137-50057-1_7
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-50056-4
Online ISBN: 978-1-137-50057-1
eBook Packages: EducationEducation (R0)