Learning in and beyond the classroom: Communities of practice in education support for separated children

Citation

Grant M, Burns A & Lucas SE (2022) Learning in and beyond the classroom: Communities of practice in education support for separated children. Children & Society. https://doi.org/10.1111/chso.12644

Abstract
Separated children, seeking protection in a new country unaccompanied by parents or customary caregivers, have the right to education yet many face difficulties accessing appropriate provision. We analysed data from Scotland across different types of provision: one specialist programme for separated children and four areas providing a mixture of mainstream and adapted classes. Drawing on situated learning theory and the concept of communities of practice, we argue that supporting these learners requires collaborations with them and across professional boundaries. While highly effective communities of practice can and do develop organically, a coordinated approach to expanding them could bring additional benefits.

Keywords
community of practice; education; education support; separated children; unaccompanied asylum seeking children

Notes
Output Status: Forthcoming/Available Online

Journal
Children & Society

• Learning in and beyond the classroom: Communities of practice in education support for separated children