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The Education of Immigrants
Report on a survey of educational facilities for immigrant children in the UK, with particular reference to Asian and West Indian students - covers government policy and action and the response of schools, local level authorities and volunteer organisations thereto, appropriate teacher training to meet teaching problems associated with immigrant childern, further training and continuing education, vocational guidance, etc. Bibliography pp. 121 to 124.
Race And Education: Policy And Politics In Britain
Provides crucial information on key educational issues, events and conflicts in Britain from the 1960s to the present day.
Monographic Series
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Education of Chinese Children in Britain and the USA
Investigates various problems of Chinese schoolchildren in Britain and makes a comparative study with the experience of the Chinese in some American cities.
Race, Class and Education (RLE Edu L)
One problem which continues to absorb social scientists is the way in which so much social deprivation stems from racial or class status. The discussion in this book is developed in two ways: firstly, careful attention is given to an examination of the way minority groups create and maintain collective identities and action. Secondly, the relationship between this movement and such topics as racism in schools, schooling, unemployment and West Indian involvement in sporting rather than academic activities is analysed, together with the nature of the educational experience of different class and gender groups.
How the West Indian Child is Made Educationally Sub-normal in the British School System (5th Edition)
50th Anniversary Expanded 5th edition: "Back in 1971 when this booklet was first published, the principal Weapons of Mass Suppression, or WMS, of Black Caribbean children's educational and life prospects were the ESN school, ESN streams and 'Remedial' classes in regular schools. New versions of WMS appeared over the ensuing decades, as the original model, and each replacement, met with Black Caribbean resistance and even open protest. In each case, the objective of these 'new' iterations was not to concentrate more resources and more experienced and skilled teachers to meet the needs of the children designated as 'in Special Educational Need (SEN)', but rather to assign less of these resourc...
