Exploring the relationship between supplementary schools and ‘cohesive communities’

Rose, Anthea (2013) Exploring the relationship between supplementary schools and ‘cohesive communities’. International Journal of Inclusive Education, 17 (11). pp. 1135-1151. ISSN 1360-3116

Full content URL: http://doi.org/10.1080/13603116.2012.742144

Full text not available from this repository.

Item Type:Article
Item Status:Live Archive


The number of supplementary schools in England serving minority communities continues to grow. They are popular with the parents of such communities because they often feel their children are disadvantaged in mainstream schools and not afforded the opportunities or the learning environment that is conducive to their children achieving their full potential. Simultaneously, over the past 10 years or so there has been an increasing political focus on local communities and issues of cohesion; both of which were high priorities for the last government. Schools were viewed as key to helping the government deliver these political agendas. The current coalition government also foregrounds the role and responsibilities of communities as part of its ‘Big Society’ concept. This paper explores the positioning of supplementary schools in relation to notions of ‘cohesive communities’. It draws on findings from a study commissioned by the Department for Children, Schools and Families on supplementary schools, which aimed to establish their level and type of provision, impact, and to a lesser degree, their role in the community and the cohesion agenda.

Divisions:Professional services > Lincoln Higher Education Research Institute
ID Code:39581
Deposited On:15 Jan 2020 11:21

Repository Staff Only: item control page