A review of research on “not-school” learning that investigates what is distinctive in the quality of learning in these settings.
Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In Learning at Not-School , Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these “not-school” settings.
Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of “learning-to learn”-that relate to analyses of language and technology. And he considers other forms of in-formal learningin the home and in leisure activitiesin terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non-US-based studies, highlighting core conceptual issues and identifying what we often take for granted.
Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. Sefton-Green's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work.
|Series:||The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning|
|Product dimensions:||5.40(w) x 7.90(h) x 0.40(d)|
|Age Range:||18 Years|
About the Author
Julian Sefton-Green is a Principal Research Fellow in the Department of Media and Communications at the London School of Economics and Political Science, University of London.
Table of Contents
Series Foreword vii
1 Introduction 1
The Field of "Not-School" 5
After-School and Youth Community Subsectors 5
What Is Learning in Not-School? 8
Focus of the Report 9
Why Is This Important? 11
Outline of the Report 12
2 Understanding Learning in Not-School Environments 15
Hyphens and Plurals 15
1 Context 19
2 The Learner 22
3 Knowledge 24
3 Researching Not-School 29
Do Reviews of Work in the Sector Offer Us a Typology of Learning? 32
The Sociocultural Approach 32
Personal Development and Learning 35
4 Culture and Identity: Creative Media Production 41
England in the 1980s: Youth, Culture, and Photography 42
Oakland in the Twenty-First Century: Youth Radio 46
5 Language and Technology: Learning to Learn and Metalearning 53
The Fifth Dimension and the Computer Clubhouse 54
Language in and through the Arts 60
6 In-Formal Learning: Traversing Boundaries 63
Amateur Musicians, Young Filmmakers, and Symbolic Creativity 64
Tracing Biographies: Life Histories and Pathways 69
7 Conclusion 75
Historical and International Perspectives 77
Identity, Metalearning, and Embedded Practices 79
Implication for Further Study 81