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Where Are You From? No, Where are You Really From?
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 ...
Changing Citizenship
Changing Citizenship supports educators in understanding the links between global change and the everyday realities of teachers and learners. It explores the role that schools can play in creating a new vision of citizenship for multicultural democracies.
EBOOK: Students' Perspectives On Schooling
Students' Perspectives on Schooling explores how schools might be transformed for the better, by giving greater weight to the views of students. Osler explores various arguments for involving learners in decision-making processes, including: The potential benefits to schools and the wider community Moral and legal reasons based on human rights principles Gaining fresh insights into the processes of teaching and learning Firmly grounded in research, it analyses data collected from young people living in both the UK and US. Almost 2000 students reported on their current education provision and the degree to which they felt it met their needs. In keeping with the spirit of the UN Convention on ...
Girls and Exclusion
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. This book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. Osler and Vincent 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.
Human Rights and Schooling
The author examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies 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.
Teachers and Human Rights Education
why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? --
Teacher Education and Human Rights
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.
Citizenship and the Challenge of Global Education
Teachers have the challenge of teaching for equity, justice and solidarity in plural and fast-changing societies where their students are well aware of inequality and injustice. How much does government policy encourage understanding of global interdependence and skills for democratic participation? How can schools integrate issues of citizenship, human rights and multiculturalism and what support do they recieve? Drawing on case studies from England, Ireland, Denmark and the Netherlands, this text examines the institutional support provided in educating for global citizenship. It looks at the contradictions students and their teachers face when they compare what is learned in school with the messages from politicians and the media about refugees and asylum seekers, young poeple's rights, environmental issues and the impact of globalization.
Citizenship and Language Learning
This volume is the result of a British Council seminar on language and citizenship ...
Citizenship Education and Global Migration
This groundbreaking book describes theory, research, and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective cultural, national, and global identities.
