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Many of the problem's children face in relation to their personal
lives, educational experiences and attainment are caused by factors
that exist outside schools. Yet despite this, all educational
establishments and all school staff now have a clear 'duty' and
'responsibility' to respond to safeguarding and vulnerability
concerns. All school staff are expected to be particularly alert to
specific risks and the needs of children in particular groups or
sets of circumstances children face in their daily living
experiences. In policy documents and academic texts on safeguarding
and vulnerability it is relatively easy to identify and define
individuals, groups and sub-groups who are deemed to be more at
risk. A key gap in the existing literature is that no consideration
is given to explain and understand why children and young people
find themselves in these positions of risk or vulnerability in the
first place. This book fills this gap in the literature, building
on current government publications, and collectively supports and
compliments the endeavours of schools, universities, trainee
teachers/ECTs and school support staff in relation to understanding
and meeting the needs of pupils who may be at risk. This is
achieved by bringing together subject area experts and academics
(teaching and non-teaching) from a range of subject areas to
explore three main areas: understanding the concepts of
vulnerability, enhancing pupil engagement and teaching practices,
and social problems, risk and resilience. This timely and
accessible work will be vital reading for academic and professional
teaching staff, trainee teachers and ECTs
Where spirituality in the UK once existed as a shared experience of
mutual religious and cultural norms, it has evolved to one where
religion, faith and individualism challenges a 'one-size fits all'
experience. Considering the dramatic implications this means for
British education, Aidan Gillespie puts forward a new definition of
spirituality which is unique to educationalists across all
settings. With reference to how teachers themselves define and
understand the expression of spirituality through their teaching
practice, this book draws on narrative accounts from professionals,
of faith and none, to illustrate the contested understanding of
spirituality and its interaction with professional values and
choices. As the author develops the concept of spirituality from a
wholly religious tradition and towards one of a shared spiritual
component present in each individual, regardless of faith or
belief, he also showcases how this might challenge learning spaces
with a distinctive religious character. By investigating where the
personal conceptualization of spirituality might directly contest
the assumed character of faith education, and place tensions on
individual teachers with regards to their professional practice,
Gillespie demonstrates the importance of this new understanding of
spirituality in a culture which pays homage to a largely secular
contemporary Britain. Providing enlightening accounts from
professionals with wide-ranging experience, this book is appealing
reading for teachers, researchers and students of education in the
UK as well as internationally.
Responding to a gap in the literature, this is the first book to
bridge the divide between completing a professional course in
education and entering into a practical career in education
provision. Drawing on a variety of contributors including academics
and Newly Qualified Teachers, this edited collection draws
attention to new initiatives in particular areas of education, and
provides reflection points for those entering in to a variety of
careers in education. Consisting of short and concise chapters, the
book encourages readers to examine their own perspectives on the
content, consider the relevance of the issues presented, and even
respond to these questions drawing on their own emerging expertise.
Creating a space for readers to contextualise the issues raised in
the dynamic contexts in which individual early career educators
practice in, the authors equip readers to apply the contents to
their own professional pathway. Presented thematically, and
allowing for analysis of specific issues as well as overarching
themes, this book is must-have reading for those who have just
commenced a career in education or are just about to. Due to its
boundary bridging focus, the book is of specific interest to final
year students on education courses as well as those who have
embarked on a career in teaching, or related fields.
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