What is it about?
The article explores the governance, leadership and management of complementary schools (also known as heritage language, community or supplementary schools) through the case of Greek Cypriot complementary schools in England with a view to developing a research agenda.
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Why is it important?
Complementary schools in England (also known as heritage language, community or supplementary schools) are an under-researched yet significant sector of education for children and young people across the world. It is important to develop a research agenda for the investigation and exploration of the governance, leadership and management of these schools in order to understand them better and support them in their important contribution.
Perspectives
Drawing on stakeholder and bottom-up theories of governance that aim to uncover the intricate networks of groups that surround organisations and the systems in which they exist, we highlight the multiple and sometimes conflicting stakes held. This exploratory research involves interviews with five practitioners in positions of responsibility. The governance, leadership and management of these schools matters because there are concerns about their sustainability requiring a greater appreciation of their contribution, the issues they face and how they make decisions with limited resources. We call for further research to increase the understanding of the sector and to improve the support for practitioners, organisations and communities.
Dr Anthony R Thorpe
University of Roehampton
Read the Original
This page is a summary of: The governance, leadership and management of complementary schools: the case of Greek Cypriot schools in England, Cambridge Journal of Education, May 2024, Taylor & Francis,
DOI: 10.1080/0305764x.2024.2353049.
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