Index
Repositioning Out-of-School Learning
ISBN: 978-1-78769-740-9, eISBN: 978-1-78769-739-3
Publication date: 21 January 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Rose, J., Jay, T., Goodall, J., Mazzoli Smith, L. and Todd, L. (Ed.) Repositioning Out-of-School Learning (Emerald Studies in Out-of-School Learning), Emerald Publishing Limited, Leeds, pp. 203-207. https://doi.org/10.1108/978-1-78769-739-320211019
Publisher
:Emerald Publishing Limited
Copyright © 2022 Jo Rose, Tim Jay, Janet Goodall, Laura Mazzoli Smith and Liz Todd. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic model
, 19–20
Access
, 31–32
Action research
, 103
Activist
, 127–128
After-school clubs
, 16–17
Agency
, 150
Ambiguity
, 177–179
Anthropology
, 171
Arithmetic operations
, 40–41
Authenticity
, 141–142
of research experience
, 68–69
Banterbury
, 50–51
Boundaries
, 182
Care ethics
, 174
Charitable purposes
, 26
Charities
, 26
Chief Operations Officer (COO)
, 31
Children’s informal mathematical activity
building understanding
, 42–44
differences across schools
, 46
findings from project
, 44–46
methodological challenges
, 41–42
participating schools
, 44
reflections on methods
, 46–48
Children’s out-of-school activities
, 20–24
Class
, 22–23
Co-constitution (of society and space)
, 148
Co-production
, 62, 112, 116
grips with issues
, 63–64
implications for research methodology
, 67–70
research and residential trip
, 64–67
research with young people
, 61–63
Coaches
, 33–34
Collaboration
, 113
Collaborative theory of change
, 111–112, 118, 120
collaborative process
, 112–113
developing
, 112
to evaluation
, 111–112
key attributes
, 113–117
out-of-school learning through evaluation
, 117–120
Thinking Differently project
, 110–111
Collections
, 45
Comic strips
, 56–57
Community of Inquiry
, 99
Community Philosophy as harmonious democratic intervention
, 99–100
Community youth work
, 76
Complexity
, 156
Consensual model
, 97–98
Consent
, 32, 69–70
Coreflexion meetings
, 99–100
Craft sales
, 44
Crystallisation
, 30–31
Curriculum
, 17
Data
, 34–36
Deconstruction
, 102
Demarcations
, 7
Democracy
, 98
Democratic parent engagement
Community Philosophy as harmonious democratic intervention
, 99–100
destabilising ethics
, 106–107
disharmony in democracy
, 101
need for
, 98–99
poststructural turn
, 101–105
Destabilising ethics
, 106–107
Dialogic model
, 113–114
Dialogical engagement
, 115
Dialogical experimenting
, 104
Dialogue
, 113
Diamond ranking
, 65–66
Diary study
, 42
Dichotomies
, 182
Disadvantage
, 14
Disharmony in democracy
, 101
Dissensual model
, 97–98
Dissensus
, 102
Economic activity
, 40–42, 86–87
Economic and Social Research Council (ESRC)
, 62–63
Economic psychology
, 40
Economic rationality
, 169–170
Education
, 178
Education politics
, 98
Educational attainment
, 109–110
Educational institutions and pursuits
, 169–170
Educational research
, 178
Emergent design
, 41
Emergent dimension of play
, 57, 59
Emergent methods
, 7
Emergent research in fixed confines
, 180–181
Emotional contacts
, 80
Emplaced learning
, 148–151
Emplaced research
, 151–152
Enrichment opportunities
, 63
Ethical conformity
, 166–168
Ethical considerations
, 32–33
Ethical practice
, 69–70, 165–166
ethical conformity and non-conformity
, 166–168
ethical relationality
, 164–165
ethical spaces
, 165–166
research governance
, 163–164
Ethics
, 125–126, 179–180
Ethnography
, 156–157
of youth work
, 78–80
Evaluation
, 109–110
Everyday Maths project
, 86–87
Extra-curricular activity
, 12
Fid tool
, 103
Fidding
, 105, 159
Flexibility
, 31–32, 116
Geography
, 73–75
at heart of youth work and research
, 81–82
Girls
, 45
GoPro Song
, 55
Governance
, 26–27
Governmentality
, 26–27
Home learning environment
, 13
Home–school partnership
, 97–98
Identification/commitment model
, 19
Im/mobility
, 74–75
Imaginative geographies
, 149
Impact Acceleration Account (IAA)
, 62–63
Informal learning
, 132–133
Insider/outsider
, 31
doctrine
, 142
researcher as
, 124–125
Institutional systems
, 163–164
Intersection of categories
, 18–19
Intersectional approach
, 15–16
Intersectionality
, 15–16
Interviews/model-making sessions
, 55–56
Investments
, 45
Key stage 2 (KS2)
, 88
Knowledge
, 142, 145–146
Latent themes
, 34
Learning. See also Out-of-school learning
, 39–40, 73, 75, 178
Lived experience
, 52
Local knowledge
, 142–143
London organisations
, 76–77
Mathematics
education
, 40
learning
, 87
Messy
, 156–158
Methodological pluralism
, 145
Methodology
, 143
Methods-based evaluation
, 116
Millennium Cohort Study (MCS)
, 13–14, 132
Minecraft Club
, 50–51, 127
Mixed methods approach
, 156
children’s out-of-school activities and link to attainment
, 20–24
findings
, 16–20
need for
, 12–16
Mixed-methods research
, 4–5
Mobility
, 82
Monetary activities
, 43
Multi-dimensionality
, 75
Multi-directionality
, 75
Multi-perspectival stakeholder approach
, 28–29
Multiple knowledges
, 141–142
Multiple qualitative methods
, 29–31
Narrative analysis
, 17–18
National Pupil Database (NPD)
, 13
Neoliberalism
, 27, 169–170
workings
, 170
Newcastle University’s Centre for Learning and Teaching
, 12
Non-conformity
, 166–168
Non-formal education
, 26–27, 31–32
Non-hierarchical relationships
, 116–117
Non-monetary activities
, 43
Observation Towers of YOLO, The
, 50–51
Out-of-school activities
, 12
‘Out-of-school activities and the education gap’ project
, 12
Out-of-school learning
, 1–2, 93–94, 142–144, 148–149
activist, researcher as
, 127–128
becoming, researcher as
, 127
contexts
, 2
insider/outsider, researcher as
, 124–125
range and diversity
, 3–4
reciprocal, researcher as
, 126–127
reflexive and relational, researcher as
, 125–126
research
, 124
researcher in
, 6
through evaluation
, 117–120
unknowns
, 3
Out-of-school projects
, 110
Parent engagement
, 105
Parental conversation
, 91–92
Parents’ Everyday Maths
, 132–133, 164
Part-time work
, 44
Participant-led research
, 136
Participant-produced video
, 55
Participatory action research
, 64, 103
Participatory methods
, 68
Photo elicitation
, 42
Place
, 74, 148–150
place-making agency
, 150–151
Play
, 150–151
Playfulness
, 54
Pluralism
, 145
Pocket money
, 45–46
Positionality
, 126
Post-COVID-19 world
, 182–184
‘Postponing definitions’ principle
, 41–42, 47–48
Poststructural turn
, 101–105
Power
, 23, 150
geometries
, 152
relationships
, 62, 70
Practice
, 62
Pragmatism
, 144–145
Primary schools
, 88
Private tuition
, 13
Reciprocal activity
, 126–127
Reciprocity
, 126–127
Reflective culture
, 114
Reflexivity
, 33–34, 123, 125–126, 153
Relational
, 125–126
Relational agency
, 115–116, 138
purpose of project and background
, 86–87
relationships with school maths
, 92–94
in research
, 94–96
working with schools
, 87–89
workshops
, 89–92
Relationships
, 75, 112, 131–132, 135, 159, 169, 171
case studies
, 171–173
as central to research richness and research ethics
, 173–174
primacy of
, 181
Repositioning Out-of-School Learning
, 4
Research. See also Slow research
challenges
, 181
design
, 163–164
environment
, 67–68
governance
, 163–164
norms
, 166–167
relationships
, 88
structure
, 135–136
Researcher
, 33–34
roles
, 165
Residential experience
, 68
Residential trip
, 64–67
Rhizo-analysis
, 54
Rhizomic ethnography
, 49–50, 53
data analysis
, 56–57
methodological challenges
, 51–52
methodological responses
, 52–54
methods
, 54–56
Minecraft Club
, 50–51
project outcomes
, 57–59
Rhizomic quality
, 54
Room of Doom and Destruction
, 50–51
Rope
, 103–105
Saving
, 45–46
Schooling
, 178
Schools
case studies
, 15, 17, 19
maths relationships
, 92–94
system
, 105
working with
, 87–89
Secondary data analysis
, 14, 16–17
Self-belief model
, 20
Sequential research design
, 20
Shadow schooling
, 22
Slow research
, 169–171
case studies
, 171–173
Social conceptualisation of knowledge
, 144
Social inequality gap reduction model
, 20
Sociocultural norms
, 22
Space
, 74
SportHelp
, 27–28, 31–32
Standpoint
, 64
Subjectivist doxa
, 144
Subjectivity
, 123
Thematic analysis
, 21, 34
Theory building
, 16, 19–20
Theory of change. See also Collaborative theory of change
, 21, 110, 134, 159–160
Theory-based approaches
, 111
Thinking Differently project
, 110–111
Time
, 170
Traditional consultation approach
, 63
Traditional methods-based approaches
, 111
Transparency of methods
, 160–161
Triangulation
, 30–31
Trust
, 63, 181
Unpredictability
, 136, 159–160
Video
, 78–79
Virtual community
, 50
Visual methods
, 114–115
Visually mediated dialogue
, 114–115
Vocabularies
, 145–146
Willful subjects
, 166
Willfulness
, 166–167
Workshops
, 89–92
Young people
, 74
Youth Sports Charity Programme
, 28
methodology
, 27–36
Youth Sports Programmes
, 157
Youth work
, 73–75
as affirmative space in marginalised neighbourhoods
, 75–78
ethnographies of
, 78–80
geography at heart of youth work and research
, 81–82
- Prelims
- Introduction
- Case Studies
- Chapter 1 Case Study 1 – Out-of-School Activities and the Attainment Gap: A Mixed Methods Exploration of Secondary Data Analysis with Narrative Intersectional Analysis
- Chapter 2 Case Study 2 – Developing Citizenship and Personhood through a Youth Sports Charity Programme
- Chapter 3 Case Study 3 – Researching the Unknown: Developing an Understanding of Children's Informal Mathematical Activity
- Chapter 4 Case Study 4 – Rhizomic Ethnography: Exploring the Lived Experience of an After-school Minecraft Club
- Chapter 5 Case Study 5 – Research Co-production with Young Women through an Out-of-School Residential Trip
- Chapter 6 Case Study 6 – Researching Geographies of Youth Work
- Chapter 7 Case Study 7 – Reflections on Position: Relational Agency in Researching ‘Everyday Maths’
- Chapter 8 Case Study 8 – Destabilising Methodologies: Working toward Democratic Parent Engagement
- Chapter 9 Case Study 9 – Using a Collaborative Theory of Change Approach for Evaluating Out of School Learning
- Thematic Chapters
- Chapter 10 Theme 1: Negotiating the Researcher Role in Out-of-school Learning Research
- Chapter 11 Theme 2 – Building Relationships, Building Structure: Working Together in Research on Out-of-school Learning
- Chapter 12 Theme 3 – The Authenticity and Value of Knowledge
- Chapter 13 Theme 4 – Emplacing Learning, Emplacing Research: Performances, Power and Inequalities
- Chapter 14 Theme 5 – A Beautiful Mess: Keeping Hold of Messiness and Complexity in Research
- Chapter 15 Theme 6 – Ethical Practice in Out-of-School Learning
- Chapter 16 Theme 7 – Slow Down: Relationship Building and Slow Research in Settings for Non-formal Learning
- Concluding Thoughts
- References
- Index