Educational relationships in out-of-school-time activities: are children in poverty missing out again?

TY - JOUR

T1 - Educational relationships in out-of-school-time activities: are children in poverty missing out again?

AU - Bullock, Kate

AU - Muschamp, Yolande

AU - Ridge, Tess

AU - Wikeley, Felicity

N1 - dc.publisher: Sage Publications

PY - 2010

Y1 - 2010

N2 - Poverty may be the major obstacle to positive life chances in the UK. Ennals and Murphy (2005) suggest that escape from the poverty trap is more likely for those who remain in education after the age of 16. However, school life may bring problems for children from low income families, with learning assuming a lower priority than social acceptance (Ridge, 2005). This article argues that young people in poverty are also less likely to participate in other learning activities. The nature of learning in out-of-school-time settings is explored and the distinctive features of the educational relationships that underpin out-of-school-time learning are discussed. We conclude that children from disadvantaged backgrounds who have acquired an understanding of educational relationships are more likely to develop positive attitudes to learning. Strategies to redress the added disadvantage that non-participation in leisure activities creates for young people in low income families are suggested.

AB - Poverty may be the major obstacle to positive life chances in the UK. Ennals and Murphy (2005) suggest that escape from the poverty trap is more likely for those who remain in education after the age of 16. However, school life may bring problems for children from low income families, with learning assuming a lower priority than social acceptance (Ridge, 2005). This article argues that young people in poverty are also less likely to participate in other learning activities. The nature of learning in out-of-school-time settings is explored and the distinctive features of the educational relationships that underpin out-of-school-time learning are discussed. We conclude that children from disadvantaged backgrounds who have acquired an understanding of educational relationships are more likely to develop positive attitudes to learning. Strategies to redress the added disadvantage that non-participation in leisure activities creates for young people in low income families are suggested.

KW - Poverty

KW - Children

KW - Education

KW - Educational inequality

KW - Social inequality

U2 - 10.1177/1746197910370728

DO - 10.1177/1746197910370728

M3 - Article

SN - 1746-1979

VL - 5

SP - 103

EP - 116

JO - Education, Citizenship and Social Justice

JF - Education, Citizenship and Social Justice

IS - 2

ER -