Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times

Autor/inn/en	Kerr, Kirstin; Dyson, Alan; Forbes, Claire
Titel	Networked Social Enterprises: A New Model of Community Schooling for Disadvantaged Neighborhoods Facing Challenging Times
Quelle	(2016), (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Schools; Outcomes of Education; Poverty; Disadvantaged; Intervention; Correlation; Case Studies; Social Networks; Governance; Risk; Resilience (Psychology); Models; Neighborhoods; Foreign Countries; United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Lernleistung; Schulerfolg; Armut; Korrelation; Case study; Fallstudie; Case Study; Social network; Soziales Netzwerk; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Risiko; Analogiemodell; Neighbourhoods; Nachbarschaft; Ausland
Abstract	Community schools have long been accepted as an institutional mechanism for intervening in the relationship between poverty, poor educational outcomes and limited life chances. At a time when public services are being retracted, and disadvantaged places are being increasingly left to struggle, community schools are poised to become more important in offering a response to the needs of children, families and communities in these places. And yet, despite their apparent promise, community schools remain badly under-conceptualized. Rarely has it been articulated or questioned how--by providing additional learning and leisure opportunities and personal and social supports--community schools might create a viable intervention in the relationship between poverty and poor outcomes. This paper explicitly addresses this significant challenge. Conceptualizing findings from an empirical case study, it identifies the core features of a new institutional design for community schools which can help to clarify their potential contribution to addressing disadvantage. Marking a considerable shift from a traditional design of simply adding new services to the school day, it argues that community schools will need to operate as social enterprises with networked governance arrangements, and to develop strategies which engage with children's social ecologies, and are risk-reducing and resilience-building within these. This, in turn, sets a new agenda for research which can significantly advance the field of community schooling by further defining--conceptually and empirically--the core elements of a new institutional design as identified here. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01