|
Showing 1 - 6 of
6 matches in All Departments
In this book, author Helene Thiesen recounts her experience of
being removed from her family in Greenland as a young Inuk child,
to be 're-educated' in Denmark and an orphanage in Greenland. The
practice of forcible assimilation of Indigenous children into
colonial societies through 'education' has echoes in North America
and Australasia, and the painful legacy of these practices remains
under-acknowledged. In this poignant book, Helene recounts in
detail the process of being taken from her family in 1951, aged
seven, along with twenty-one other children, in the attempt to
re-make them into 'model Danish citizens', in a social 'experiment'
led by the Danish government and Save the Children Denmark. When
the children returned to Greenland a year and a half later, they
were sent to live in a Danish Red Cross orphanage, where they were
forbidden to speak their native languages, and were compelled to
adopt Danish language, culture and customs. With a detailed
introductory analysis from Dr Stephen James Minton, who also
provides the translation, Helene's account serves as a compelling
and powerful testimony of a devastating colonial experiment. Richly
illustrated with forty photos to help to situate the reader, this
book provides an invaluable case study for researchers and students
in the fields of Indigenous Studies, Critical Pedagogy and
Education, Psychology, European History, and Cultural Studies.
In this book, author Helene Thiesen recounts her experience of
being removed from her family in Greenland as a young Inuk child,
to be 're-educated' in Denmark and an orphanage in Greenland. The
practice of forcible assimilation of Indigenous children into
colonial societies through 'education' has echoes in North America
and Australasia, and the painful legacy of these practices remains
under-acknowledged. In this poignant book, Helene recounts in
detail the process of being taken from her family in 1951, aged
seven, along with twenty-one other children, in the attempt to
re-make them into 'model Danish citizens', in a social 'experiment'
led by the Danish government and Save the Children Denmark. When
the children returned to Greenland a year and a half later, they
were sent to live in a Danish Red Cross orphanage, where they were
forbidden to speak their native languages, and were compelled to
adopt Danish language, culture and customs. With a detailed
introductory analysis from Dr Stephen James Minton, who also
provides the translation, Helene's account serves as a compelling
and powerful testimony of a devastating colonial experiment. Richly
illustrated with forty photos to help to situate the reader, this
book provides an invaluable case study for researchers and students
in the fields of Indigenous Studies, Critical Pedagogy and
Education, Psychology, European History, and Cultural Studies.
`jargon-free and concise. This is a very readable, thorough and
practical book of use to young people, parents and in particular to
school staff in preventing and dealing with bullying' - Counselling
Children and Young People (CCYP) '...the authors drive home the
strong message that bullying 'should never be accepted' and how it
can be life threatening. There is clear evidence that the training
is based on current research. I found the format innovative, with
the excellent add-on of being able to download PowerPoint training
slides from the publisher's website' - Emotional and Behavioural
Difficulties `Highly readable and practical, this is a book that
provides details of specific ways in which members of the of the
school community can collaborate to reduce the incidence of
bullying in their school' - Teacher `This is a clearly written and
well designed resource. It is likely to be of value to anyone
wishing to develop active anti-bullying policies in schools and is
designed for use as a staff development tool over a period of time,
but is also focused on the needs of parents, children and young
people themselves. It providers some excellent guidance on writing
an anti-bullying policy, a useful overview of practical strategies
to prevent and counter bullying, helpful advice for parents of
children who are being bullied, or children who are involved in
bullying others ' - SENCO Update `I like the book's message:
Bullying is an activity rather than a stereotypical role. It's no
blame approach aims to modify behaviour to avoid provoking a cycle
of escalating violence' - The Psychologist `This excellent book
begins by dispelling some myths, hoping to offer schools
constructive ways to tackle this deep-seated problem. Clear courses
of action are set out, including some for parents whose children
are bullying others, and there are photocopiable training resources
in the appendices' TES Special Needs `This is a carefully
considered and road-tested book that could be an invaluable
resource to staff seeking to develop their school's response to
bullying'- Journal of In-Service Education `Dealing with Bullying
in Schools is a very readable book and should be available in every
school in the country. What the book emphasizes is that bullying is
everyone's problem not merely teacher. This includes the Head of
the school, parents and everyone who is part of the community
within the school' - Dr L F Lowenstein, Educational, Clinical and
Forensic Psychological Consultant `The book is strong on practical
information, including handouts and overhead projector sheets, for
training staff, students and parents'- Geoff Barton, Times
Educational Supplement, Friday Magazine Developed from training
courses run by the two authors on the subject of dealing with
bullying in schools, this book is designed to work as a training
manual. It is geared towards the needs of the class teacher, the
school management team, the bullied, the bullies and the parents of
both parties. Each chapter offers a set of resources with
commentaries for these different groups, so that the reader is
provided with a complete pack of advice, guidance and resources.
The book includes: - a step-by-step guide to formulating an
anti-bullying policy for your school; - suggested strategies for
countering and preventing bullying; - detailed advice on working
with parents; - clear guidance for parents on what to do if their
child is being bullied or is doing the bullying; - tailor-made
presentations to use with colleagues and parents. Anyone involved
in this issue in a school setting should find this book invaluable.
To download the PowerPoint slides from the Appendices, please click
on 'Sample Chapters and Resources' to the left
Psychology can be applied to understanding a range of current
issues and topics in teaching and educational practice. Starting
with the question, 'what is psychology?', and a topical overview of
child and adolescent development, Stephen James Minton moves on to
discuss seven areas of contemporary concern in education, showing
how psychological approaches can help teachers in key areas of
practice. Areas covered include: - the self, self-esteem, and
self-esteem enhancement - intelligence, learning styles and
educational attainment - positive teaching, co-operative learning
and assertive discipline - special educational needs - preventing
and countering bullying and cyber-bullying - dealing with prejudice
- stress and stress management This detailed text will be vital
reading for all those studying psychology and applied psychology in
primary and secondary teaching degree programmes. Constant links
between theory and practice also make it a valuable read for
practitioners reflecting on their approach to common classroom
scenarios. Stephen James Minton is a lecturer in Psychology of
Education at Trinity College Dublin.
Good indications as to the incidence rates concerning bullying,
aggressive behaviour and violence in schools have been developed
both in Ireland and internationally. This book presents and
discusses a study of 2,794 students from eight post-primary schools
in the Republic of Ireland who completed a specially-designed
38-item questionnaire, administered according to standardised
instructions by class teachers in normal school time. Across the
sample, around one in seven students reported having been
cyber-bullied over the past couple of months, and around one in
eleven reported having taken part in the cyber-bullying of others
at school within the past couple of months. This research study
confirms that the incidence of cyber-bullying amongst post-primary
students in schools in Ireland is significant, and that its
seriousness as an issue should not be underestimated.
Psychology can be applied to understanding a range of current
issues and topics in teaching and educational practice. Starting
with the question, 'what is psychology?', and a topical overview of
child and adolescent development, Stephen James Minton moves on to
discuss seven areas of contemporary concern in education, showing
how psychological approaches can help teachers in key areas of
practice. Areas covered include: - the self, self-esteem, and
self-esteem enhancement - intelligence, learning styles and
educational attainment - positive teaching, co-operative learning
and assertive discipline - special educational needs - preventing
and countering bullying and cyber-bullying - dealing with prejudice
- stress and stress management This detailed text will be vital
reading for all those studying psychology and applied psychology in
primary and secondary teaching degree programmes. Constant links
between theory and practice also make it a valuable read for
practitioners reflecting on their approach to common classroom
scenarios. Stephen James Minton is a lecturer in Psychology of
Education at Trinity College Dublin.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|