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After hours schools as core to the spatial politics of in-betweeness

Tsolidis, Georgina and Kostogriz, Alex 2008, After hours schools as core to the spatial politics of in-betweeness, Race, ethnicity and education, vol. 11, no. 3, pp. 319-328, doi: 10.1080/13613320802291199.

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Title After hours schools as core to the spatial politics of in-betweeness
Author(s) Tsolidis, Georgina
Kostogriz, Alex
Journal name Race, ethnicity and education
Volume number 11
Issue number 3
Start page 319
End page 328
Total pages 10
Publisher Routledge
Place of publication Abingdon, England
Publication date 2008-09
ISSN 1361-3324
Summary In this article the authors draw on a larger study in which their overall concern is to illustrate how diasporic identifications develop through a range of scales related to self, family, community, nation and beyond. They consider the Melbourne Greek community as an exemplar of diasporic experience and use it as a case study for their investigation, which is aimed at exploring how transcultural literacies relate to spaces which complicate and enrich identifications. In this article they consider the role of 'after hours' schools in the shaping of diasporic identities. These are community-based schools where Greek language and culture is taught. Commonly, classes are held on Saturday morning or in the evenings during the week. Such schools operate in classrooms that are rented from 'real' schools. By existing in spaces that are commonly occupied by mainstream day schools, students who attend 'after hours' schools experience a form of marginalisation that is also a right of passage. Here the authors argue that such 'in-between' spaces assist with the formation of 'in-between' identities that are emblematic of globalization.
Language eng
DOI 10.1080/13613320802291199
Field of Research 130307 Ethnic Education (excl Aboriginal and Torres Strait Islander, Maori and Pacific Peoples)
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Taylor & Francis
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Document type: Journal Article
Collection: School of Education
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