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Education Sciences
Special Issues
The Relation between Supplementary Education and Public Schooling
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The Relation between Supplementary Education and Public Schooling

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 October 2020) | Viewed by 16861

Special Issue Editor

Prof. Jenny Berglund

E-Mail Website
Guest Editor
Deputy Head of Department, Department of Humanities and Social Science Education, Stockholm University, SE-106 91 Stockholm, Sweden

Special Issue Information

Dear Colleagues,

As we all know, many children and young people not only attend public schooling, but also different types of supplementary or leisure times activities such as competitive sports, martial arts, art classes, drama groups, gaming communities, choir and music groups, Sunday schools, mosque education, political youth organization or environmentally engaged groups. What they learn in these leisure time activities, regardless if they have educational aims or not, effects their learning in different school subjects as well as their experience of school as such.

This Special Issue aims to analyze the relation between supplementary education and/or leisure time activities in relation to public schooling. Scholars who research different types of supplementary education or leisure time in relation to public schooling are invited to submit their work.

We anticipate that this Special Issue will be a useful recourse not only for fellow scholars in respective educational disciplines but also for all types of teacher students who in their future work will meet students with a wide variety educational experiences from outside school.

Prof. Jenny Berglund
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • supplementary education
  • leisure time activities
  • public schooling
  • school subject learning

Published Papers (3 papers)

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Research

10 pages, 220 KiB  
Article
Whoa.Nu: (Re)Constructing and Learning Swedish Hip-Hop Online
by Ketil Thorgersen
Educ. Sci. 2020, 10(12), 381; https://doi.org/10.3390/educsci10120381 - 15 Dec 2020
Cited by 2 | Viewed by 2111
Abstract
Whoa.nu started in 2000 as a community where members discussed all aspects of hip-hop in Sweden. The community became the most important place not only for discussions among members but also for releasing free albums and songs to the public and for arranging [...] Read more.
Whoa.nu started in 2000 as a community where members discussed all aspects of hip-hop in Sweden. The community became the most important place not only for discussions among members but also for releasing free albums and songs to the public and for arranging events. Moreover, the site was an educational hub for members to learn about hip-hop. The core of Whoa.nu was the community, wherein the communicating environment of members developed as artists, audience, and critics. Whoa.nu was not only a place for individuals’ learning processes and development but a place where Swedish hip-hop evolved and changed its regional frames, forming its own identity. The aim of this article was to present an analysis of the development of Whoa.nu as a learning platform for hip-hop in Sweden based on interviews with the two administrators of the site. Further, we wanted to use this as a steppingstone to discuss how listeners learned about popular music online during different eras. Two questions were at the forefront of this research: (1) How do the interviewees describe the internal views of the relation between how Whoa.nu and Swedish hip-hop changed over 13 years? and (2) how can Whoa.nu be understood as a learning environment? I henceforth present insights into how musical learning can happen outside of institutions and how Swedish hip-hop has grown from subculture to mainstream, which is how Whoa.nu outgrew itself. Hip-hop education is currently institutionalized in the same way that jazz and rock once were institutionalized. It went from being rebellious and subversive to being embraced by the larger society and integrated into academia. The results herein present a story of one example where musical learning in a subculture occurred. The insights presented, then, can help educators prepare for similar transformations of learning arenas in future musical subcultures. These insights could aid teachers and educators to assist students involved in music subcultures not discussed in schools. Hopefully, this article inspires additional ways of learning music. Full article
(This article belongs to the Special Issue The Relation between Supplementary Education and Public Schooling)
15 pages, 284 KiB  
Article
Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports
by Magnus Kilger
Educ. Sci. 2020, 10(5), 132; https://doi.org/10.3390/educsci10050132 - 9 May 2020
Cited by 3 | Viewed by 9305
Abstract
One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes [...] Read more.
One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position. Full article
(This article belongs to the Special Issue The Relation between Supplementary Education and Public Schooling)
13 pages, 505 KiB  
Article
Moving Spaces: Mapping the Drama Room as Heterotopia
by Elsa Szatek
Educ. Sci. 2020, 10(3), 67; https://doi.org/10.3390/educsci10030067 - 10 Mar 2020
Cited by 5 | Viewed by 4879
Abstract
This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant’s everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to [...] Read more.
This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant’s everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to an all-girls community group in Sweden, participation in which is voluntary and where the artistic work produced relies on a democratic process, with the girls’ input being vital. I conceptualise the drama room as a heterotopia that functions as an exclusive and excluding space as a well as a space of resistance. Based on interviews with the girls, this ethnographic study challenges the conventional notion that applied drama is only an interrelational matter between the drama participants. By examining the drama room’s role as the ‘other place’ in the girls’ everyday lives while being connected to ‘everyday’ places, this article demonstrates the drama room as an important space for the girls to have agency, there and elsewhere. When placing space and place in the foreground, a ‘dramaspaceknowledge’ emerges, the influence of which stretches beyond the drama room. This article argues that the girls’ dramaspaceknowledge is utilised when creating a performance and while challenging structures and norms elsewhere, such as in their schools and communities. Full article
(This article belongs to the Special Issue The Relation between Supplementary Education and Public Schooling)
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