Introduction: Geographies, Histories and Practices of Informal Education

Mills, Sarah; Kraftl, Peter

doi:10.1057/9781137027733_1

Cited by 11 publications

(18 citation statements)

References 41 publications

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“…consequently we want to explore, briefly, two (linked) notions in relation to elite schools: a) that they function as 'informal education spaces' (Mills and Kraftl, 2014;Malcolm et al 2003); and b) that the practice of functional isolation actively facilitates informal learning.…”

Section: Isolation Cultural and Social Capital And Informal Educationmentioning

confidence: 99%

“…), and so the notion that elite schools can provide suitable spaces within which informal learning can occur becomes nonsensical. Others, such as Cartwright (2012) However, if we only accept the broader definition of informal education -as 'everyday and spontaneous learning experiences' (Mills and Kraftl, 2014) -it is then easy to see that elite schools might be well placed to enable such valuable 'spontaneity' to occur.…”

Section: Isolation Cultural and Social Capital And Informal Educationmentioning

confidence: 99%

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‘The magical operations of separation’: English elite schools’ on-line geographies, internationalisation and functional isolation

Waters

Brooks

2015

Geoforum

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Section: Isolation Cultural and Social Capital And Informal Educationmentioning

confidence: 99%

Section: Isolation Cultural and Social Capital And Informal Educationmentioning

confidence: 99%

‘The magical operations of separation’: English elite schools’ on-line geographies, internationalisation and functional isolation

Waters

Brooks

2015

Geoforum

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“…Calls have been made for geographies of education to become more spatially diverse by studying other spaces of education and by being more global in their scope (Holloway et al 2010). Recent publications on alternative education spaces (Kraftl 2013a(Kraftl , 2013b(Kraftl , 2014 and informal education (Mills and Kraftl 2014), highlight how geographers have begun to respond to these calls, making important contributions to our understanding of education outside of the mainstream. But what picture of informal education emerges when we give priority to Southern experiences (cf.…”

Section: Introductionmentioning

confidence: 99%

Shaping Geographies of Informal Education: A Global South Perspective

Gough

Langevang

Yankson

et al. 2019

Annals of the American Association of Geographers

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This paper aims to shape understandings of the geographies of informal education by exploring an aspect of education that has been broadly overlooked by geographers to dateapprenticeships -within a global South context. Drawing on qualitative research conducted in Accra, Ghana, where young male and female apprentices learn a trade alongside master craftspeople, the nature of the apprenticeship system and how it is evolving are explored. The paper develops an analytical framework for examining the dynamics of informal education with three core elements: the people and everyday praxes; the materialities, technologies, and spatialities of the learning process; and the regulatory apparatus. The apprenticeship system in Ghana is shown to be constantly evolving, with some aspects of the learning process remaining informal, some being formalized, whilst others are informalised, the extent and nature of these processes varying between trades and over time. The paper thus demonstrates how the boundary between informal and formal education is far from clear-cut, with processes of informalisation and formalization occurring concomitantly. Calls are made to expand the agenda of geographies of informal education in both the global North and South to incorporate livelihood-related issues, including apprenticeships, and geographers are challenged to rethink the informal/formal education divide within education. This timely research thus forms part of broader trends to consider how addressing the global South forces a rethinking and revisioning of theoretical frameworks.

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“…Our study therefore offers a real insight into the geographies of NCS and how diffuse ideas about citizenship and social cohesion are translated into engineering 'social mix' on the ground. Finally, we add to ongoing work in geography and related disciplines on young people's experiences of diverse educational spaces (Holloway et al 2010;Mills and Kraftl 2014;Staeheli and Hammett 2010), but push deeper by comparing young people's narratives about difference and 'meeting others' with those of NCS delivery providers and the aforementioned policy ideas.…”

Section: Introductionmentioning

confidence: 99%

From Big Society to Shared Society? Geographies of social cohesion and encounter in the UK’s National Citizen Service

Mills

Waite

2017

Geografiska Annaler: Series B, Human Geography

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This article explores and expands debates on the geographies of social cohesion and encounter, specifically in relation to young people and informal citizenship training. Three questions drive our agenda in this paper. First, how do certain youth spaces get enrolled into wider political discourses, functioning as geographical expressions of government visions to create a political legacy? Second, how are these spaces engineered and operate on-the-ground? Finally, how do young people understand their experiences of such spaces? To address these questions, we use the example of 'National Citizen Service' -a youth programme operating in England and Northern Ireland -to raise critical questions about the wider politics of spaces of informal education and attempts by the state to 'make' citizens and future neighbours. The article examines the rationale for this growing scheme, targeted at 15-17 year olds and designed to foster a 'more cohesive, responsible and engaged society'. Drawing on original fieldwork with key architects, stakeholders and young people, we analyse the narratives that underlie NCS and its expansion -specifically around social cohesion and citizenship education. We explore the idea of 'social mix' as one of NCS' guiding principles and its place as part of state narratives about the 'Big

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Introduction: Geographies, Histories and Practices of Informal Education

Cited by 11 publications

References 41 publications

‘The magical operations of separation’: English elite schools’ on-line geographies, internationalisation and functional isolation

‘The magical operations of separation’: English elite schools’ on-line geographies, internationalisation and functional isolation

Shaping Geographies of Informal Education: A Global South Perspective

From Big Society to Shared Society? Geographies of social cohesion and encounter in the UK’s National Citizen Service

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