Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
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 ...
Students' Perspectives On Schooling
Education.
Citizenship and Language Learning
This volume is the result of a British Council seminar on language and citizenship ...
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? --
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.
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.
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.
The Education and Careers of Black Teachers
Headteachers, teacher unions and education authorities all acknowledge the need for more teachers from black and ethnic minority communities, yet until now very little has been known about the professional experiences of black teachers or of the factors which discourage and exclude black and ethnic minority people from teaching as a career. 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 their stories alive. It examines how those in positions of influence are seeking to transform schools and improve their pupils' lif...
Teachers, Human Rights and Diversity
How should we educate citizens in multicultural societies? This question is receiving increasing attention in countries across the world. In this volume authors from England, Northern Ireland, the Republic of Ireland and the United States report on recent research in this field and consider the implications for teachers, teacher education and student teachers. Case studies illustrate how young citizens can learn to apply the principles of human rights and equality in resolving complex and controversial issues. The contributors include Hilary Claire, Colm O'Cuanachain, Carole Hahn, Anne Hudson, Ulrike Neins and Jackie Reilly, Jill Rutter, Chris Wilkins. This book will be of particular interest to student teachers and their tutors.
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.
