The story of an ambitious education project
- Paperback / softback, 174 pages, 234 mm x 156 mm
- 12 Sep 2016
- UCL IOE Press
Dr Doug Martin is Senior Lecturer in Education and Childhood at Leeds Beckett University.
CONTENTS: Foreword by Peter Moss; Introduction; 1. Changing approaches to English schooling; 2. Orpintown: Extended Schools and a market town; 3. Gadley: Extended Schools building a new sense of community; 4. Hayfield: Extended Schools legitimizing schools’ approach; 5. Newtown: Extended Schools and a community rebuilding itself; 6. Extended Schools: Contribution to the schooling discourse; 7. Looking ahead: The school in 2030; Appendix 1: National policy publications and Extended Schools; Appendix 2: Key developments in Extended Schools in the four communities; References; Index
To tackle the impact of disadvantage on children, there is an urgent need for area-based ‘cradle to career’ strategies – extended schools. These need to involve schools, other agencies like health and housing, and a range of charities, social enterprises and businesses in the provision of more integrated community-based services. Doug Martin’s excellent book provides an essential resource to help make this happen. Doug enables understanding in his sharp review of the history that brought extended schools. The insightful penultimate chapter develops an understanding of extended schools – of what they achieve and what they are for. And in between are many detailed and useful case studies. For anyone wanting to develop more integrated community schooling – this is a go-to text.
The development of extended schools in England during the 2000s was a remarkable educational experiment of international significance. Yet it has been too little studied by researchers and its implications remain under-explored. This important book reports one of the few studies we have of how the extended schools agenda was actually implemented – what difficulties were encountered and what opportunities opened up. We urgently need to rethink the relationships between schools, children and communities, and this book helps us do just that. It should be read by anyone who believes in the wider possibilities of schooling.
This book provides an impressive and insightful consideration of the field and and provides a very strong analysis concerning how we develop and connect learning relationships to issues of social justice, professionalism, social capital, strength-based working, and community-based support. In revisiting how we fund state schools Martin encourages us to look beyond short-term ideas and consider how we can specifically address and remove the barriers to learning for children and young people.