Contribution in an anthology

Appeared in: Informelles Lernen : Standortbestimmungen

Editor list: Kahnwald, N; Täubig, V

Publication year: 2018

Pages: 73-90

ISBN: 978-3-658-15792-0

eISBN: 978-3-658-15793-7

DOI Link: https://doi.org/10.1007/978-3-658-15793-7_5

Abstract: 

In recent decades, the number of programs and activities for out-of-school learning has increased tremendously in nearly all industrialized countries. The programs and activities – referred to in international research as extended education provision – are aimed at fostering academic achievement and accruing cultural capital. From a community-based perspective, extended education provision can be understood as a comprehensive effort to expand and develop institutional learning and help low-performing students and students with a low socioeconomic and/or low-education family background to overcome social inequality. For (advancement-oriented) families, extended education activities are goal-oriented. They are used by families as reproduction strategies to foster children’s school careers. By taking a closer look at different reproduction strategies used by families, this chapter discusses whether – in accordance with a state-run perspective – extended education provision tends to lower or – in accordance with a family-oriented approach – widen social inequality. From an empirical point of view, the question is still open to debate.

Harvard Citation style: Stecher, L., Maschke, S. and Preis, N. (2018) Extended Education in a Learning Society, in Kahnwald, N. and Täubig, V. (eds.) Informelles Lernen : Standortbestimmungen. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 73-90. https://doi.org/10.1007/978-3-658-15793-7_5

APA Citation style: Stecher, L., Maschke, S., & Preis, N. (2018). Extended Education in a Learning Society. In Kahnwald, N., & Täubig, V. (Eds.), Informelles Lernen : Standortbestimmungen (pp. 73-90). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-15793-7_5