After hours schools as core to the spatial politics of in-betweeness

In this article the authors draw on a larger study in which their overall concern is to illustrate how diasporic identifications develop through a range of scales related to self, family, community, nation and beyond. They consider the Melbourne Greek community as an exemplar of diasporic experience and use it as a case study for their investigation, which is aimed at exploring how transcultural literacies relate to spaces which complicate and enrich identifications. In this article they consider the role of \u27after hours\u27 schools in the shaping of diasporic identities. These are community-based schools where Greek language and culture is taught. Commonly, classes are held on Saturday morning or in the evenings during the week. Such schools operate in classrooms that are rented from \u27real\u27 schools. By existing in spaces that are commonly occupied by mainstream day schools, students who attend \u27after hours\u27 schools experience a form of marginalisation that is also a right of passage. Here the authors argue that such \u27in-between\u27 spaces assist with the formation of \u27in-between\u27 identities that are emblematic of globalization.