Stories from schools and communities in Britain

Edited by Jean Conteh, Peter Martin and Leena Helavaara Robertson

With its stories of individual learners and teachers in a wide range of contexts, this book argues for a rethink of both theoretical and practical discussions about mainstream and community education in Britain. The debates and issues are explored, including the contested labeling of ‘supplementary’ or ‘complementary’ currently applied to community-based education in Britain. The book argues for theoretical frameworks and a model of pedagogy and terminology that properly reflects the ways in which children’s achievements in mainstream school are fed by all their learning experiences in different contexts, and in all the languages in their repertoires. This gives the book international relevance.