Towards Extended Schools? How Education and Other Professionals Understand Community‐Oriented Schooling

Datos Bibliográficos

ID14896992
AutoresColleen M Cummings (Newcastle University), Colleen Cummings, Liz Todd (0000-0002-0080-555X, Newcastle University), Alan Dyson (University of Manchester, autor de correspondencia)
Año2007
Volumen21
Número3
Páginas189-200
Fecha de publicación2007-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChildren & Society (JOURNAL)
Identificadores de la revistaISSN: 0951-0605 • E-ISSN: 1099-0860
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1099-0860.2006.00043.x
OpenAlexW2162656909
IdiomaEN
Citas recibidas6
Referencias citadas11

The government in England is proposing that every school should offer extended services to children, families and communities. However, in the absence of agreed models of how such community‐oriented schooling should operate, its form will depend on how it is understood by the education professionals and their partners in other agencies who have to make it work in practice. This article draws on data from interviews with over 350 professionals to outline two such understandings. It suggests that they rest on different assumptions about fundamental social and educational issues and argues for a more open debate around these issues. Copyright © 2006 The Author(s). Journal compilation © National Children's Bureau

Government (linguistics · Pedagogy · Political science · Public relations · Sociology · Work (physics · Diverse Education Studies and Reforms · Education Systems and Policy · Parental Involvement in Education