Apologies for cross-posting

2nd CFP: Geographies of supplementary education: race, ethnicity and educational inequality

 

RGS-IBG Annual Conference

London, 30 August-2 September, 2016

 

Convenors:

Helen F. Wilson (Geography, University of Manchester), Saskia Warren (Geography, University of Manchester) and Susie Miles (Education, University of Manchester)

 

Sponsored by the Race Culture and Equality Working Group (RACE) and the Geographies of Children, Youth and Families Research Group

 

In 2015, supplementary schools made UK headlines when it was announced that they would be subject to new scrutiny and inspection regimes as part of the government’s counter-extremism strategy. Whilst political and popular attention has often limited the focus on supplementary education to religious instruction and the role of madrassas, this session aims to open it up by engaging the multi-faceted spaces, contributions and practices that supplementary education encompasses.

 

We seek to engage a broad interpretation of ‘supplementary’ education, which has generally referred to the provision of educational opportunities for Black and ethnic minority communities, outside of school hours. Such education can cover academic achievement, language, culture and religion, as well as wider societal and place-based concerns of identity and belonging (Andrews 2013, Clennon 2014). Working with this broad definition, the session aims to situate supplementary education at the heart of a number of political, economic and socio-cultural geographies. These include the geographies of children, youth and families; education and citizenship; considerations of race, religion and inequality; urban governance and surveillance; and migration, to name just a few. In so doing, the session connects with emergent discussions on the diverse cultural geographies of education (see Mills and Kraftl 2016; Kraftl 2013) and wider debates concerning the socio-spatial geographies of learning (Holloway and Jöns 2012; Wilson 2014).

 

We welcome both theoretical and empirical papers, interdisciplinary contributions and papers that engage with the different ways in which supplementary education has been – and might be – conceptualised in the UK and beyond. Papers might include reflections on the links between supplementary education and the following:

 

• ·      Faith, religion and post-secular geographies
• ·      Voluntarism
• ·      The geographies of children, youth and families
• ·      Surveillance and the UK Prevent Agenda
• ·      Austerity
• ·      Citizenship and identity
• ·      Race, racism, inequality and the Black Supplementary School Movement
• ·      Urban diversity, migration and segregation
• ·      Language and cultural affirmation
• ·      Geographies of educational restructuring and policy
• ·      Creative economies, practice and learning
• ·      Ideas of community and belonging
• ·      Informal learning
• ·      Spaces of education and school design
• ·      International movements

 

Abstracts of no more than 200 words must be submitted to Helen F Wilson ([log in to unmask]), Saskia Warren ([log in to unmask]) and Susie Miles ([log in to unmask]) by Friday 12 February 2016. Please include author name(s), affiliation(s), contact email and paper title.

 

References

·       Andrews, K (2013). Resisting Racism: Race, Inequality, and the Black Supplementary School Movement. London, Institute of Education Press

·       Clennon, O (2014). Alternative Education and Community Engagement: Making Education a Priority. Palgrave Macmillan.

·       Kraftl, P. (2013) Geographies of alternative education. Policy Press

·       Holloway, S and Jöns, H. (2012) "Geographies of education and learning." Transactions of the Institute of British Geographers 37.4: 482-488.

·       Mills, S. and Kraftl. P. (2016) "Cultural geographies of education." Cultural Geographies 23.1 (2016): 19-27.

·       Wilson, H F (2014) "Multicultural learning: parent encounters with difference in a Birmingham primary school." Transactions of the Institute of British Geographers 39.1: 102-114.