Session Information
25 SES 13 (JS), Combating Poverty and Social Exclusion in Urban Contexts
Joint Symposium with NW 5, 23, 25
Contribution
There is evidence of the benefits of out-of-school learning, particularly for disadvantaged students. In this paper we argue that the provision of such activities is increasingly threatened. We explore these threats and how they further compound inequalities in the frequency and nature of out-of-school learning activities in urban schools. The analysis is informed by writings on the significance of locality for framing understandings of the world. Suttle’s work on dynamics of ‘provincialism’ offer insights into how social horizons can be restricted through poverty and prejudice. The notion of ‘restriction’ is figured in Bernstein’s concepts of ‘restricted’ and ‘elaborated’ codes, to encompass language and young people’s conceptual frameworks. Data from two research projects are reported, including a UK-wide questionnaire survey of schools, case studies of twelve schools and a survey of English local authorities. The analyses show that there is variation in the out-of-school learning opportunities. Patterns of provision and participation reveal significant inequalities in students’ experience of out-of-classroom learning. Far from such activities being used to supplement and enrich the educational experiences of the most disadvantaged, it would appear that advantaged students are likely to participate more often in more frequent and more stimulating out-of-school learning than disadvantaged students.
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