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Table of Contents
Intro; Dedication; Acknowledgements; Contents; Part I: Setting the Scene; 1: Introduction; Theoretical and Conceptual and Empirical Groundings; The Positioning Triad; Categories of Positioning; Blommaert-An Approach to Discourse; Micro-macro Dichotomy; A Notion of Context; Structure of the Book; References; 2: Supplementary Schools and Their Communities; The Idea of Supplementary Schooling; Labelling and Categorisation of Schools; The Community in Context; Factors that Impact Community Positioning; Perceptions of the Home Country; Community Identity and the Acculturation Process; Summary
The Counteraction of Negative Community PortrayalsShowcasing; Transformation; Summary; References; 6: Recovery; Identity Recovery; Recovering the 'African' Identity; Recovering the Irish Identity; Summary; References; Part III: Positioning in Practice: The case of an African-Caribbean Supplementary School; Part III Introduction; Rationale for the Case Study; Overview of African-Caribbean School C; References; 7: School C and Mainstream Schooling: An Ambivalent Positioning; Points of Divergence; Home-School Connection; Points of Convergence; Summary; References
8: Everyday Classroom Discourse and the Transformative AgendaThe 'Can Do' Ethos; Policing the Ethos; Safeguarding of the Ethos; Promotion and Substantiation of the 'Can Do' Ethos; Racially Tailored Aspects of School Life; Expressions of Collectivity; The Use of Patois in the Classroom; Summary; References; Part IV: Widening the Scope: Supplementary Schools and Acculturation; 9: Supplementary Schools and Acculturation Metanarratives; Preservation; Preservation and Protection; Preservation, Protection and Defence; Preservation, Protection, Defence and Regeneration (Recovery)
Regeneration (Transformation)Summary; References; 10: Supplementary Schools and Their Communities; Purposes; School Positioning; What Schools Do for Their Communities-Social Acts; References; References; Index
The Counteraction of Negative Community PortrayalsShowcasing; Transformation; Summary; References; 6: Recovery; Identity Recovery; Recovering the 'African' Identity; Recovering the Irish Identity; Summary; References; Part III: Positioning in Practice: The case of an African-Caribbean Supplementary School; Part III Introduction; Rationale for the Case Study; Overview of African-Caribbean School C; References; 7: School C and Mainstream Schooling: An Ambivalent Positioning; Points of Divergence; Home-School Connection; Points of Convergence; Summary; References
8: Everyday Classroom Discourse and the Transformative AgendaThe 'Can Do' Ethos; Policing the Ethos; Safeguarding of the Ethos; Promotion and Substantiation of the 'Can Do' Ethos; Racially Tailored Aspects of School Life; Expressions of Collectivity; The Use of Patois in the Classroom; Summary; References; Part IV: Widening the Scope: Supplementary Schools and Acculturation; 9: Supplementary Schools and Acculturation Metanarratives; Preservation; Preservation and Protection; Preservation, Protection and Defence; Preservation, Protection, Defence and Regeneration (Recovery)
Regeneration (Transformation)Summary; References; 10: Supplementary Schools and Their Communities; Purposes; School Positioning; What Schools Do for Their Communities-Social Acts; References; References; Index