‘This is Our School’: Provision, purpose and pedagogy of supplementary schooling in Leeds and Oslo

Abstract

Abstract The article examines supplementary schooling within ethnic minority communities in Leeds and Oslo. Through an analysis of original research involving visits to a sample of supplementary schools in both cities, interviews with teachers and pupils, and reviews of unpublished documentation, the article seeks to understand the scale of provision, variety of purpose and the nature of pedagogy in these schools. Following a brief account of contextualising literature, the article gives an overview of supplementary schooling in each country, and describes research design and the profile of the participating schools. The article analyses the case study data under the following themes: group solidarity as the overarching function; community vs. individual interests; and curriculum, pedagogy and links with mainstream schooling. It thus considers the positioning of supplementary schools, both in terms of their purpose and relationship with mainstream provision, and examines the assessments of value made by participants. In conclusion, the article discusses the implications for policy and the role of individuals and communities in negotiating social, cultural and educational frameworks.

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