ABSTRACT

This article discusses interactions and inclusion at a newly built and recently opened secondary free school in England, presenting findings from a qualitative research project carried out in 2016–2018. Free schools were introduced in England in 2010 and enable parents, community organisations, charities and universities to set up their own schools, funded by the government, but entitled to decide on their own curriculum, staffing and admissions arrangements. In this paper, we draw on a combined theoretical framework of social capital and spatial analysis to analyse the way students and teachers at the participating school described interactions in different school spaces, focusing on two main analytical spaces: ‘seeing space’ and ‘connecting space.’ The findings illustrate the socially constructed nature of school spaces and emphasise the importance of different kinds of spaces to ensure the social inclusion of all students.

摘要

本文讨论了英格兰一所新建和最近开设的免费中学的互动和包容，展示了 2016-2018 年开展的定性研究项目的结果。2010 年，英国引入了免费学校，使家长、社区组织、慈善机构和大学能够建立自己的学校，由政府资助，但有权决定自己的课程、人员配备和招生安排。在本文中，我们利用社会资本和空间分析相结合的理论框架来分析参与学校的学生和教师在不同学校空间中描述互动的方式，重点关注两个主要的分析空间：“观看空间”和“连接空间” .