|
Showing 1 - 12 of
12 matches in All Departments
This book traces the reception and resettlement of Vietnamese,
Cambodians and Laotians in France, Germany, the United Kingdom, the
Netherlands and Israel during the 'boat people' crisis of 1975-79.
These years saw hundreds of thousands of people displaced by the
emergence of the Socialist Republic of Vietnam and political
instability across south-east Asia. Using a comparative historical
approach, the authors demonstrate the multiple ways in which
refugees were contested, accepted, received and resettled across
different national contexts. This episode is held up today as an
example of European generosity. Yet this book illustrates how the
reception of boat people in Western Europe and Israel was shaped by
the Cold War, and by specific national preoccupations over
international prestige, immigration, labour supply and the place of
foreign-born strangers in their increasingly diverse societies.
While the post-2015 refugee crisis in Europe has often been
construed as a new challenge requiring an unprecedented coordinated
international response, this book shows the longer history of such
dilemmas. Chapter 4 is available open access under a Creative
Commons Attribution 4.0 International License via
link.springer.com.
It has been argued that too much research is conducted for the
'world' of education research, and not enough for the 'village' of
particular educational institutions like schools. In this edited
book, the authors reflect on what it means for teachers to be
engaged in and with educational research. What is happening in the
‘village’ of schools, and how is that related to what is
happening in the ‘world’ of educational research? What might
the distinction between the ‘village’ and the ‘world’ mean
today, and is it still a useful one? The chapters in this book
explore the prospects of teacher research in an age in which
educational data proliferates, often used for accountability and
surveillance purposes, and in which instrumentalist notions of
'evidence-based practice' dominate. They consider contexts ranging
from Initial Teacher Education through to ongoing teacher
professional learning in schools. This volume concludes with an
argument for turning the conversation from research as an 'add-on'
to something that can be, should be, and arguably is, a central
feature of the everyday work of teaching. It aims to envision
positive futures for the kinds of 'villages' and 'worlds' that may
be possible when enabling meaningful and rich research with, for
and by teachers. This book was originally published as a special
issue of the journal, Teaching Education.
This book was developed as part of the celebrations for the 50th
anniversary of the founding of the journal Education 3-13, which
has always had primary education as its main focus. The journal has
been published by Routledge since 2007 and is the most important
academic publication in the field internationally. This book has
been edited by a team of academics and senior practitioners, all of
whom are members of the Board of the journal or the Association for
the Study of Primary Education (which is the owning body of the
journal). It will serve as an excellent resource to researchers and
students of primary education. Topics include major contemporary
issues such as key challenges in the field, learning and teaching,
wellbeing, teachers' work and professionalism, and outdoor
learning. The chapters in this book comprise articles published in
Education 3-13 in the last ten years.
This timely history explores the entry, reception and resettlement
of refugees across twentieth-century Britain. Focusing on four
cohorts of refugees - Jewish and other refugees from Nazism;
Hungarians in 1956; Ugandan Asians expelled by Idi Amin; and
Vietnamese 'boat people' who arrived in the wake of the fall of
Saigon - Becky Taylor deftly integrates refugee history with key
themes in the history of modern Britain. She thus demonstrates how
refugees' experiences, rather than being marginal, were emblematic
of some of the principal developments in British society. Arguing
that Britain's reception of refugees was rarely motivated by
humanitarianism, this book reveals the role of Britain's
international preoccupations, anxieties and sense of identity; and
how refugees' reception was shaped by voluntary efforts and the
changing nature of the welfare state. Based on rich archival
sources, this study offers a compelling new perspective on changing
ideas of Britishness and the place of 'outsiders' in modern
Britain.
A minority and the state looks at the relationship between
Travellers, or 'Gypsies', and the wider settled society in Britain
throughout the twentieth century. This detailed study considers the
ways in which the state has tried to create and enforce legislation
to regulate their lifestyles, as well as the Travellers' responses,
and resistance, to these efforts. The book is a much needed history
of Britain's travelling communities in the twentieth century,
drawing together detailed archival research at local and national
level to explore the impact of state and legislative developments
on Travellers, as well as their experience of missions, education,
war and welfare. It offers a new perspective on British ethnic
history by arguing that Travellers' experiences should not be
understood as the history of a nomadic group, but in terms of the
wider history of British minorities. -- .
This book traces the reception and resettlement of Vietnamese,
Cambodians and Laotians in France, Germany, the United Kingdom, the
Netherlands and Israel during the 'boat people' crisis of 1975-79.
These years saw hundreds of thousands of people displaced by the
emergence of the Socialist Republic of Vietnam and political
instability across south-east Asia. Using a comparative historical
approach, the authors demonstrate the multiple ways in which
refugees were contested, accepted, received and resettled across
different national contexts. This episode is held up today as an
example of European generosity. Yet this book illustrates how the
reception of boat people in Western Europe and Israel was shaped by
the Cold War, and by specific national preoccupations over
international prestige, immigration, labour supply and the place of
foreign-born strangers in their increasingly diverse societies.
While the post-2015 refugee crisis in Europe has often been
construed as a new challenge requiring an unprecedented coordinated
international response, this book shows the longer history of such
dilemmas. Chapter 4 is available open access under a Creative
Commons Attribution 4.0 International License via
link.springer.com.
This timely history explores the entry, reception and resettlement
of refugees across twentieth-century Britain. Focusing on four
cohorts of refugees - Jewish and other refugees from Nazism;
Hungarians in 1956; Ugandan Asians expelled by Idi Amin; and
Vietnamese 'boat people' who arrived in the wake of the fall of
Saigon - Becky Taylor deftly integrates refugee history with key
themes in the history of modern Britain. She thus demonstrates how
refugees' experiences, rather than being marginal, were emblematic
of some of the principal developments in British society. Arguing
that Britain's reception of refugees was rarely motivated by
humanitarianism, this book reveals the role of Britain's
international preoccupations, anxieties and sense of identity; and
how refugees' reception was shaped by voluntary efforts and the
changing nature of the welfare state. Based on rich archival
sources, this study offers a compelling new perspective on changing
ideas of Britishness and the place of 'outsiders' in modern
Britain.
Presenting original quantitative and qualitative data from a
large-scale empirical research project conducted in British
secondary schools, Reassessing 'Ability' Grouping analyses the
impact of attainment grouping on pupil outcomes, teacher
effectiveness and social equality. Alongside a comprehensive
account of existing literature and the international field, this
book offers: Rigorous conceptual analysis of data A view of wider
political debates on pupils' social backgrounds and educational
attainment A discussion of the practicalities of classroom practice
Recommendations for improved practice to maximise pupil outcomes,
experiences and equity Vignettes, illustrative tables and graphs,
as well as quotes from teacher interviews and pupil focus groups
Addressing attainment grouping as an obstacle to raising pupil
attainment, this book offers a distinctive, wide-ranging appraisal
of the international field, new large-scale empirical evidence, and
'close to practice' attention to the practicalities and constraints
of the classroom. Reassessing 'Ability' Grouping is an essential
read for any practitioners and policymakers, as well as students
engaged in the field of education and social justice.
Presenting original quantitative and qualitative data from a
large-scale empirical research project conducted in British
secondary schools, Reassessing 'Ability' Grouping analyses the
impact of attainment grouping on pupil outcomes, teacher
effectiveness and social equality. Alongside a comprehensive
account of existing literature and the international field, this
book offers: Rigorous conceptual analysis of data A view of wider
political debates on pupils' social backgrounds and educational
attainment A discussion of the practicalities of classroom practice
Recommendations for improved practice to maximise pupil outcomes,
experiences and equity Vignettes, illustrative tables and graphs,
as well as quotes from teacher interviews and pupil focus groups
Addressing attainment grouping as an obstacle to raising pupil
attainment, this book offers a distinctive, wide-ranging appraisal
of the international field, new large-scale empirical evidence, and
'close to practice' attention to the practicalities and constraints
of the classroom. Reassessing 'Ability' Grouping is an essential
read for any practitioners and policymakers, as well as students
engaged in the field of education and social justice.
Vilified and marginalized, the Romani people--widely referred to as
Gypsies, Roma, and Travelers--are seen as a people without place,
either geographically or socially, no matter where they live or
what they do. In this new chronological history of the Romani,
"Another Darkness, Another Dawn" demonstrates how their experiences
provide a way to understand mainstream society's relationship with
outsiders and immigrants.
Becky Taylor follows the Gypsies, Roma, and Travelers from their
roots in the Indian subcontinent to their travels across the
Byzantine and Ottoman Empires to Western Europe and the Americas,
exploring their persecution and enslavement at the hands of others.
Rather than seeing these peoples as separate from society and
untouched by history, she sets their experiences in the context of
broader historical changes. Their history, she reveals, is
ultimately linked to the founding of empires; the Reformation and
Counter-Reformation; numerous wars; the expansion of law, order,
and nation-states; the Enlightenment; nationalism; modernity; and
the Holocaust. Taylor also shows how the lives of the Romani today
reflect the increasing regulation of modern society. Ultimately,
she demonstrates that history is not always about progress: the
place of Gypsies remains as contested and uncertain today as it was
upon their first arrival in Western Europe in the fifteenth
century.
As much a history of Europe as of the Romani, "Another Darkness,
Another Dawn "paints a revealing portrait of a people who still
struggle to be understood.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R383
R318
Discovery Miles 3 180
|