How is theory used to understand and inform practice in the alternative provision sector in England: Trends, gaps and implications for practice

Johnston, Craig

Abstract

This paper examines how theory features in the research literatures concerning the English alternative provision (AP) sector. Despite increasing interest over the past decade in how AP can (re)engage school-aged young people in learning, there has been no comprehensive review of the theoretical ideas used to understand, analyse, and inform practice in the sector. This article presents a framework for categorising the literature on the AP sector and its practices, which refer to theory. This framework is of international relevance and can be used by researchers who are seeking to understand the state-of-knowledge on alternative and informal education in their own contexts.

Applied to the English context, this framework demonstrates trends and gaps in the ways theory is used to frame and understand the sector by researchers and practitioners. The framework highlights a shortage of published research which seeks to understand how practitioners in English APs understand, and use, theoretical ideas, concepts, and frameworks to inform their work with young people. We also find that theories drawn from psychological and therapeutic orientations are more common than those drawing on social and political framings. We reflect on the causes and implications of these trends and gaps and conclude with suggestions for future research to better understand them.

• Presentation Conference Type: Keynote
• Conference Name: Research Bites
• Start Date: Jun 14, 2023
• End Date: Jun 14, 2024
• Deposit Date: Jan 26, 2024
• Public URL: https://uwe-repository.worktribe.com/output/11628405