Many schools in developed countries have children and adolescents
from a variety of ethnic, linguistic, religious and cultural
backgrounds. They relate to each other in various degrees of
encounter that range from harmony to hostility. The issue of how a
school can foster inter-ethnic relationships and challenge the
manifestations of bad relationships cannot of course be divorced
from tensions and inequalities in the wider society. This book
focuses on ways in which schools might make a difference to the
quality of such relationships within their walls. It has sought to
do this by studying nine secondary schools in some depth: their
organisation, structures and interactive processes: and the
experiences, attitudes and behaviour of students and their
teachers. The research on which the book is based has also yielded
data on the influence of policy and procedure in schools on
relationships.
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