Open AccessSupporting “Slow Renewal”: Developments in Extended Education in High-Poverty Neighbourhoods in England
Author(s) -
Kirstin Kerr
Publication year - 2022
Publication title -
international journal for research on extended education
Language(s) - English
Resource type - Journals
eISSN - 2196-7423
pISSN - 2196-3673
DOI - 10.3224/ijree.v9i1.08
Subject(s) - bespoke , liminality , poverty , set (abstract data type) , sociology , blueprint , conceptual framework , scale (ratio) , space (punctuation) , term (time) , economic growth , economic geography , political science , geography , economics , social science , computer science , engineering , mechanical engineering , cartography , anthropology , law , programming language , physics , quantum mechanics , operating system
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.