Article

Learning in and beyond the classroom: Communities of practice in education support for separated children

Details

Citation

Grant M, Burns A & Lucas SE (2022) Learning in and beyond the classroom: Communities of practice in education support for separated children. Children & Society. https://doi.org/10.1111/chso.12644

Abstract
Separated children, seeking protection in a new country unaccompanied by parents or customary caregivers, have the right to education yet many face difficulties accessing appropriate provision. We analysed data from Scotland across different types of provision: one specialist programme for separated children and four areas providing a mixture of mainstream and adapted classes. Drawing on situated learning theory and the concept of communities of practice, we argue that supporting these learners requires collaborations with them and across professional boundaries. While highly effective communities of practice can and do develop organically, a coordinated approach to expanding them could bring additional benefits.

Keywords
community of practice; education; education support; separated children; unaccompanied asylum seeking children

Notes
Output Status: Forthcoming/Available Online

Journal
Children & Society

StatusIn Press
FundersScottish Refugee Council
Publication date online13/10/2022
Date accepted by journal15/09/2022
URLhttp://hdl.handle.net/1893/34804
PublisherWiley
ISSN0951-0605
eISSN1099-0860

People (3)

People

Dr Andrew Burns

Dr Andrew Burns

Research Fellow, Social Work

Dr Maggie Grant

Dr Maggie Grant

Lecturer in Social Work, Social Work

Dr Sian Lucas

Dr Sian Lucas

Senior Lecturer, Social Work