A story of migration, identity and belonging, drawing on the stories of people from Audrey Osler's mixed-heritage family, over three centuries. Whether or not we trace our families from beyond the shores of Britain, we British people deserve a better understanding of our shared past, and opportunities to explore and recognise the complexities and contractions of empire. Careless or wilful amnesia has allowed the British migration narrative to begin in the mid-twentieth century, with migrants from India, Pakistan and the Caribbean forming the foundation of present-day multicultural Britain. A racist fixation means that some twenty-first-century Britons fantasise that people of colour arrived after World War Two, without any link to the country, to exploit the British welfare state and British hospitality. For people of colour the questions: Where are you from? No, where are you really from? often imply more than simple curiosity. They are political questions of identity, since the assumption (naive or aggressive) is that to be British and to belong you must be white. Says Audrey Osler: 'The British Empire frames and shapes my family's history. Whether born in Britain, like me or my father, or in some other distant British territory, like my mother, we all continue to experience the legacy of this same empire and the impact of its ambitions, politics, and economics. My family story, back to the eighteenth century, across every generation, is one of migration in different directions, over four centuries, journeys prompted by war, study, a global economic crisis, a fresh start, love, and even child abduction. The stories I tell here reveal as much about Britain as they do about the countries of the British Empire. This is not just my history, it elucidates the largely untold history of a nation and of its citizens, both people of colour and white.'

Where are you from? No, where are you really from? explores three central themes: migration, identity and belonging, examining them in the context of empire, and its continuing impact on the lives of those in Britain today. The question, 'Where are you from?' is familiar to all. But for people of colour, it more often than not carries an insinuation that they don't really belong. This is made explicit in the frequent follow-up: 'No, where are you really from?' This book explores why the question continues to be asked and considers its impact on people of colour. The author draws on memoir and historical research, tracing the experiences of empire and migration across seven generations of her family, delving back to the 1760s, spanning various countries, including Britain, Ireland, Imperial India and Singapore. She sets the stories of individual women and men in the socio-political contexts of their times and discusses the factors that lead them to set out on uncertain and arduous journeys across continents, including conflict, abduction, displacement, economic necessity, and love. The book explores the meanings of these stories for our age. The stories have resonance for anyone that has personal or family experiences of migration, but draw all readers to reconsider what it means to be British today.

The widespread view that girls are succeeding in education and are therefore 'not a problem' is a myth. By drawing directly on girls' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls.

The book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. The authors argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy. Drawing on girls' own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally.

The book is essential reading for postgraduate students, teachers, policy makers and LEA staff dedicated to genuine social and educational inclusion.

Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people's awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum. The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers.

Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people's awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum. The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers.

Most of the struggles for equitable schooling, including multicultural curricula and culturally responsive teaching, have largely taken place on a local or national stage, with little awareness of how international human rights standards might support these struggles. Human Rights and Schooling explores the potential of human rights frameworks to support grassroots struggles for justice and examines the impact that human rights and child rights education can make in the lives of students, including the most marginalized. The author, Audrey Osler, examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Bringing scholarship and practice together, the text uses concrete examples to illustrate the links between principles and ideals and actual efforts to realize social justice in and through education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training. Book Features: Supports teachers in their everyday struggles for social justice. Contributes to theory and practice in human rights education. Advocates for greater international solidarity and cooperation in multicultural education. Explores how the concept of child rights can strengthen education for democracy.

Headteachers, teacher unions and education authorities acknowledge the need for more teachers from black and ethnic minority communities.;This book draws on the life histories of headteachers, advisors, teachers and student teachers from black and ethnic communities to find out what their working lives are really like. Detailed case studies and quotations bring out their stories.;The text examines how those in positions of influence are seeking to transform schools and improve their pupils' life chances. How do they achieve success and challenge racism? While celebrating black and ethnic minority achievement in education, this book also looks at the costs of success for individuals. It explores the complexities of the lived experience and tensions which can develop between teachers' professional identities and their political identities as black people.