Prelims

Half Title Page

Repositioning Out-of-School Learning

Series Title Page

Emerald Studies in Out-of-School Learning

Series Editors: Professor Tim Jay, Loughborough University, and Dr Jo Rose, University of Bristol.

Emerald Studies in Out-of-School Learning focuses on the thinking and learning that children engage with outside of school, mainly in primary age groups from 4 to 11 years. Books in the series emphasize the ways in which such out-of-school learning does and does not align with children's classroom learning, and the potential barriers to, and opportunities for, synergy between these two contexts. A key feature of the series is the problematization of out-of-school learning in terms of its alignment (or otherwise) with classroom learning.

The series will examine some of the complexities of researching out-of-school learning, and the need for new conceptual and methodological approaches and provides a space for work that looks at both informal and formal learning outside of the classroom, and will help to scope and shape this growing discipline.

Title Page

Repositioning Out-of-School Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School

Edited by

Jo Rose

University of Bristol, UK

Tim Jay

Loughborough University, UK

Janet Goodall

Swansea University, UK

Laura Mazzoli Smith

Durham University, UK

And

Liz Todd

Newcastle University, UK

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2022

Editorial matter and selection © 2022 Jo Rose, Tim Jay, Janet Goodall, Laura Mazzoli Smith and Liz Todd. Published under exclusive licence by Emerald Publishing Limited.

Individual chapters © 2022 the authors. Published under exclusive licence by Emerald Publishing Limited.

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Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78769-740-9 (Print)

ISBN: 978-1-78769-739-3 (Online)

ISBN: 978-1-78769-741-6 (Epub)

List of Tables and Figures

About the Editors

Janet Goodall is an Associate Professor in the School of Education at Swansea University. Her main area of research is family and parental engagement in young people's learning. She has researched, written and lectured widely on this topic, working with schools, families, local authorities and charitable bodies in the United Kingdom and further afield.

Tim Jay is Professor of Psychology of Education in the Centre for Mathematical Cognition, Loughborough University. His research focuses on young children's thinking and learning about mathematics. Tim takes an interdisciplinary approach, drawing on theory and methods from psychology, education, computing and design, and aims to carry out research that can improve children's experience of mathematics both in and out-of-school.

Laura Mazzoli Smith is an Associate Professor of Education at Durham University. Her research focuses on issues around educational identities, progression and contexts, with an anti-reductionist stance. She has a particular interest in narrative and auto-biographical approaches, as well as fostering dialogue that can support integrated theorising across domains and methodologies, as one route to linking social, philosophical and policy concerns in education. Funded projects have focused on developing real-world applications of this research to foster inclusive learning opportunities across the life course.

Jo Rose is Associate Professor in Social Psychology of Education at the University of Bristol. Her research interests lie in the areas of educational partnerships and collaborative work, particularly in the context of supporting young people from disadvantaged backgrounds. She particularly enjoys tangling with the myriad of ways that research methods can be combined, to understand the complexity of collaboration in the context of education.

Liz Todd is Professor of Educational Inclusion and Director of the Institute for Social Science at Newcastle University. Her research has a strong social justice agenda and she is known for her work on the interaction between communities and schools, involving young people in decision-making, and respectful democratic approaches to change. Her books Beyond the school gates: can extended schools overcome disadvantage? and Partnerships for inclusive education were highly commended.

About the Contributors

Chris Bailey is a Senior Lecturer in Education at Sheffield Hallam University. His research converges around a focus on people's experience of place and space. This includes exploration of play, literacies, community and culture; physical, virtual and hybrid space; lived and affective experience. He is also interested in multimodal literacies and meaning-making practices and has employed various visual and aural modes in his own academic work. This is exemplified by recent work that uses comic strips, illustration and a focus on soundscapes as a means of exploring theory and representing the complexity of the social world.

Matej Blazek is a senior lecturer in Human Geography at Newcastle University. His research interests include geographies of childhood and youth, with a particular focus on agency, emotions and relations with adults.

Ceri Brown is a Senior Lecturer in the Department of Education at the University of Bath. Her work focuses on the role of place and space on children's educational experiences, and the effects of poverty and turbulence upon children's outcomes.

Jill Clark is Professor of participatory research methods at Newcastle University, with specialist knowledge of qualitative research. Jill has an international profile in the theory and use of participatory and co-produced research techniques and the use of visual methods, which can enable shared contributions to be understood and facilitated. This approach takes into account lived experiences and tacit knowledge that is more likely to harness the potential of participants and beneficiaries to be active partners in stimulating change. Her research interests have a strong focus on the experiences – and views – of young people.

Ioannis Costas Batlle is a Lecturer in the Department of Education at the University of Bath. He is interested in the role of non-formal and informal education in young people's lives, primarily focusing on charities, youth groups, youth sport, and young people not in education, employment or training. As a qualitative researcher who comes from an interdisciplinary background, Ioannis's research draws on critical pedagogy, sociology and psychology.

Ruth Cheung Judge is a Lecturer in Human Geography at the University of Liverpool. Her research interests centre on young people's transnational mobilities. She has conducted ethnographic research with London youth groups and their engagements in international volunteering (ESRC-funded PhD, UCL), and multi-sited research on transnational educational practices within the Nigerian diaspora (Marie Skłodowska-Curie Fellowship, UCL and Rutgers University).

Charlotte Haines Lyon is a Senior Lecturer in Children, Young People and Families at York St John University and carries out research around democratic engagement with education and school policy. She is a Chair of Governors for a primary school.

Karen Laing is Senior Research Associate and Co-Director of the Centre for Learning and Teaching at Newcastle University, UK. Her research centres on attempts to address educational inequalities for children and families and how people and organisations can work together in the pursuit of social justice. She uses various approaches in her research including theory of change frameworks, visual and participatory methods, and co-production.

Acknowledgements

This book draws on a wide range of research projects, each of which had numerous people who made this possible: participants, gatekeepers, funders, co-researchers and other colleagues who acted as critical friends. There are too many to list individually: our thanks go to all who were involved in and supported the research described in this book!