At a time when difference is proliferating in society and schools, this book for student and new teachers discusses how to approach social issues in the classroom that they fear might cause offence or make them appear insensitive to difference.
Reviews where we have been and where we should be going in our pursuit of creating multicultural learning communities in our schools. This title focuses on the significant role of teachers in transforming students' lives. It also examines the importance of student and teacher voice in research and practice.
This book examines Government plans to improve upward mobility in England and considers the chances of success in the light of qualitative interviews with 88 school students. It suggests that governments consistently underestimate the resistances to mobility that are embedded in social and occupational structures.
Drawing on international best practice from schools and classrooms, this book is a timely and invaluable collection that engages with innovative school practices promoting social justice and empowerment for learners and teachers who are diverse in race, ethnicity, language, gender, sexual orientation, or faith.
This is the first comprehensive account of the Black supplementary school movement. It charts the historical development of the movement; explores the different ideologies that emerged; examines the importance and conceptions of Blackness; the relationship to mainstream schools, and the prospects for the future of Black supplementary education.
In this lecture Professor Catherine Wallace explores the literacy and language development of two groups of EAL (English as an Additional Language) pupils in London schools: Year 5 pupils in a primary school and Year 8 new arrivals in a secondary school.
This book examines the nuances of faith in school settings and draws on a case study of Jewish and Muslim faith schools. The authors show how these institutions play a role in sustaining their own religious heritage while also engaging with, and keeping safe from, the wider community.
This is a collection of 150 enjoyable and inspiring games and activities to help support learners of English as an Additional Language (EAL) in the inclusive classroom. This bank of ideas will support you in helping newly arrived pupils settle into their class and school, and are easy to integrate into your planning.
Few men work in day-care settings or nursery schools, yet they are acclaimed as gifted educators and excellent caregivers. These personal narratives of six unusually talented men from various countries who have worked with young children for years illustrate what attracts men to work with young children and how to retain them in early years' work.
Shows how identity texts have proved to be an effective way of engaging learners in multilingual schools around the world. This book is suitable for those concerned with developing appropriate pedagogy for schools and for those who work with multilingual children. It features case studies by educators and students in North America and Africa.
This book explores the use of elective home education (EHE) by Gypsy and Traveller families. The accounts of their experiences and their views about education spaces reveal the racism and discrimination their children encounter in school, and how they still lose out when they opt for EHE.
Offers a global exploration of formal and non-formal education provision to refugees and asylum seekers in refugee camps, and in schools and universities of host countries. This book draws on international research in numerous countries, including Thailand, North Korea, Lebenon, Africa, the USA and the UK.
Refugees are physically and symbolically 'out of place' - their presence forces governments to address issues of rights and moral obligations. This book contrasts the hostility of immigration policy to 'non-citizen" children with teachers' exceptional compassion and 'citizen students' ambivalence in defining who can belong.
The book starts by linking government policy with social justice and inclusion issues and argues that inclusion is currently promoted via a democratic political process, which needs to be complemented at a professional level through the demonstration of democratic and inclusive procedures in the investigatory process itself.
Demonstrates that moves to inclusion have come from many directions: research; the imperative for social justice; calls for civil rights; legislation that prohibits discrimination; and the voices of those who have been through special education. This book is useful for students on a range of courses in inclusive education.