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Originally published in 1992. Both teachers and the general public
have traditionally been unwilling to acknowledge that concepts of
'race' might play a part in the lives of primary school children.
For this book the authors spent a term in each of three mainly
white primary schools. They talked to black and white pupils
individually and in small groups about issues, not necessarily of
'race', which the children themselves saw as important. From these
conversations they present a fascinating study of how 'race'
emerges for young children as a plausible explanatory framework for
incidents in their everyday lives. The final picture is both
disturbing in its demonstration of how significant racism is and
hopeful in showing how frequently anti-racist attitudes exist even
in the thinking of children who engage in racist behaviour. A final
chapter looks at how school policy can combat racism and build on
these positive elements.
Originally published in 1992. Both teachers and the general public
have traditionally been unwilling to acknowledge that concepts of
'race' might play a part in the lives of primary school children.
For this book the authors spent a term in each of three mainly
white primary schools. They talked to black and white pupils
individually and in small groups about issues, not necessarily of
'race', which the children themselves saw as important. From these
conversations they present a fascinating study of how 'race'
emerges for young children as a plausible explanatory framework for
incidents in their everyday lives. The final picture is both
disturbing in its demonstration of how significant racism is and
hopeful in showing how frequently anti-racist attitudes exist even
in the thinking of children who engage in racist behaviour. A final
chapter looks at how school policy can combat racism and build on
these positive elements.
The Coalition government's programme for education is a fundamental
challenge to the idea of social justice. It has provoked widespread
opposition. A wave of student militancy has swept through the
universities. Local campaigns against academies and free schools
have mobilised parents and teachers. This is the emerging and
contested terrain which this book explores. It situates it in a
longer timespan_-the New Labour period as well as that of the
Cameron government. The book brings together leading critics of
neoliberal education policy. Nico Hirtt outlines the European
Union's policy for the school system. Richard Hatcher examines the
Coalition's policy of increasing supply-side autonomy in the school
system through academies and free schools. Lisbeth Lundahl outlines
the characteristics and consequences of independent 'free schools'
in Sweden. Stephen Ball and Carolina Junemann uncover the role of
corporate philanthropy in the reform of state education. Pat Mahony
and Ian Hextall report on their research in progress into Labour's
Building Schools for the Future programme. Pat Thomson explores the
dimension of the local, contrasting Labour's rhetoric of local
empowerment with the reality of centralised governance and the
threat to the existence of local authorities posed by the
Coalition. Alasdair Smith provides an account of the anti-academies
movement. Martin Allen and Patrick Ainley focus on upper secondary
schooling and the collapsing youth labour market. Jacky Brine
analyses the role of the EU in the construction of a welfare to
work discourse, adopted by Labour and extended by the Coalition.
Kevin Courtney reflects on the torrent of policy innovation which
teachers have experienced for more than twenty years, and the place
that they might occupy within a broad trade union opposition. Joyce
Canaan explores the possibilities of the English student movement.
Ken Jones poses the question that will dominate the remainder of
the Coalition government's period of office: will the experience of
unprecedented cuts in public services give rise to effective
opposition and resistance?
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