TY - JOUR
T1 - Supporting ‘Slow Renewal’: Developments in Extended Education in High-Poverty Neighbourhoods in England
AU - Kerr, Kirstin
PY - 2021/4/20
Y1 - 2021/4/20
N2 - This paper explores how a small but growing number of schools in England are gradually extending their roles to act as, what I term, agents of ‘slow renewal’: supporting long-term change in children’s complex family and community environments, through a series of strategically-aligned, small-scale, locally-bespoke actions, intentionally planned to bring about incremental change. An empirical illustration of one such school is presented and its core features explored via four core concepts: socio-ecological perspectives on children’s outcomes, soft-systems change, assets-based development, and liminal space. Through this, the paper contributes a set of integrated conceptual principles on which schools working to support slow renewal can act and which challenge the values of market-driven education systems more generally.
AB - This paper explores how a small but growing number of schools in England are gradually extending their roles to act as, what I term, agents of ‘slow renewal’: supporting long-term change in children’s complex family and community environments, through a series of strategically-aligned, small-scale, locally-bespoke actions, intentionally planned to bring about incremental change. An empirical illustration of one such school is presented and its core features explored via four core concepts: socio-ecological perspectives on children’s outcomes, soft-systems change, assets-based development, and liminal space. Through this, the paper contributes a set of integrated conceptual principles on which schools working to support slow renewal can act and which challenge the values of market-driven education systems more generally.
M3 - Article
JO - IJREE - International Journal for Research on Extended Education
JF - IJREE - International Journal for Research on Extended Education
SN - 2196-3673
ER -