Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium.

This paper investigates the role of supplementary schools as grassroots educational initiatives whose reach extend beyond individual educational trajectories for minoritized youth. We examine how these schools serve as community forces, emphasizing the importance of resources and relationships. Drawing on the theoretical frameworks of funds of knowledge and community cultural wealth, we explore how supplementary schools strategically make accessible community resources that benefit all members. Through in-depth interviews with twelve supplementary school leaders, in Flanders, we discuss the diverse array of resources present within these spaces. We highlight the investment in bonding relations, making resources available to community members, while also revealing a strong focus on building bridging ties across ethnic minorities and toward broader society. These insights contribute to our understanding of supplementary schools as pivotal places that strengthen and empower minoritized communities within the context of structural inequality. [ABSTRACT FROM AUTHOR]