A retrospective lens is applied in this chapter to understand former New Labour government’s reas... more A retrospective lens is applied in this chapter to understand former New Labour government’s reasoning for advocating an ethnically diverse curriculum to be delivered in English schools; the role it saw the National Curriculum as playing in British society and in raising the attainment of ethnically diverse groups; together with how such expectations led to the commissioning of two National Curriculum diversity reports. Drawing on social justice perspectives, the chapter discusses how New Labour’s emphasis on recognising ethnically diverse students and British identities in the curriculum was rejected by subsequent Coalition and Conservative governments in favour of the negative positioning of student diversity through the Prevent agenda under the guise of threats to national security. The chapter concludes with discussion of the ‘public good’ and how an ethnically diverse curriculum can enhance the equality both of opportunity and of outcomes.
theme of community in relation to citizenship education. We are delighted to present a series of ... more theme of community in relation to citizenship education. We are delighted to present a series of articles and book reviews in which there is discussion of conceptual and empirical studies that further our understanding of a vitally significant and complex field.
What are the characteristics of educational intervention programmes that appear more successful i... more What are the characteristics of educational intervention programmes that appear more successful in attempting to address social inequalities? This chapter reflects on the conclusions and recommendations of a study made by a seven-country team that in 2006–2009 investigated policies relating to different kinds of inequality and disadvantage in 14 states, locating them within the educational cultures, structures and policy discourses in each state. This chapter examines changes over the last decade in four particular areas: socioeconomic disadvantage, gender, migration and ethnicity, together with the intersectionalities between these. We then review changes in the policy discourse in three of these states: Greece, Sweden and the United Kingdom. We identify particular organisational approaches and perspectives that appear to correlate with more positive and lasting outcomes. This chapter offers some significant analysis of what might be understood by ‘the public good’ with reference t...
This report, commissioned by the Mayor of London, follows on from a major piece of research also ... more This report, commissioned by the Mayor of London, follows on from a major piece of research also commissioned by the Mayor through the London Development Agency to examine the educational experiences of black boys in London, 2000-03 (2004). That report considered in great detail the reasons for the continuing underachievement of black boys in schools when compared to their peers. This report seeks to build on that research by seeking the views of black teachers about their contribution in raising achievement for black children, and also to consider what steps are necessary to address the problems of recruiting and retaining a representative teaching workforce for London. This study was commissioned with three main aims. These were to examine: • the factors with the greatest impact on the recruitment, development, progression and retention of black teachers in London • the views of black teachers and parents as to the factors affecting the educational achievement of black pupils • th...
The Palgrave Handbook of Global Citizenship and Education, 2018
This chapter describes and discusses the supranational form of citizenship that is in place in th... more This chapter describes and discusses the supranational form of citizenship that is in place in the European Union. The historical background is sketched with an overview of the education systems in place across Europe. The strategies for global citizenship education are discussed including references to the colonial legacy, with emerging themes of developmentalism, environmentalism, the promotion of global identities and universal human rights.
This chapter is necessarily rather different from the chapters that deal with individual countrie... more This chapter is necessarily rather different from the chapters that deal with individual countries. The EU consists of 28 states, each of which has considerable elements of sovereignty but is also a member of a political, economic and social union. Citizens of each member country are also citizens of the EU: this is additional to their country citizenship (and a consequence of it), and EU citizenship confers further — supranational — rights that can be enforced at the European level, which clearly compromises elements of state sovereignty. (Still more rights are given by the European Convention on Human Rights, established by the Council of Europe — which is a much larger body than the EU.) The EU is a mixture of being an intergovernmental institution, in which state governments meet, negotiate and compromise, and a ‘supranational’ institution, where pan-EU bodies can make policy and legislation that bind the individual countries. This makes a description and analysis of the educational policies and practices of ‘educating for the nation’ problematic. To analyse 28 state curricula and the various professional practices that are employed — and the EU’s own supranational perspectives — would be either unduly long (and perhaps tedious) or meaninglessly concise. This chapter is thus rather more synoptic than some of its companions.
Jsse Journal of Social Science Education, Jun 22, 2012
This is a superb synthesis of theoretical issues and empirical surveys of the current state of th... more This is a superb synthesis of theoretical issues and empirical surveys of the current state of the art in understanding citizenship. It is not just comprehensive in its sweep – it is written with clarity, cogency and lucidity. Joppke’s central and compelling thesis is that the concept of citizenship is brought into focus and defined through its relationship with migration: the introduction of the non-citizen into a state establishes the character of the nature of the status, rights and identity that citizenship confers in that state. The structure of the book is deceptively simple: he analyses the recent literature, and sets this alongside his marshalling of a wealth of empirical evidence from Europe and North America. This leads to key questions of what citizenship means in the early 21st Century, and what might be its future. His arguments have a particular resonance for the European reader, but also usefully reflect on the changing priorities and practices of the ‘traditional’ countries of immigration.
A retrospective lens is applied in this chapter to understand former New Labour government’s reas... more A retrospective lens is applied in this chapter to understand former New Labour government’s reasoning for advocating an ethnically diverse curriculum to be delivered in English schools; the role it saw the National Curriculum as playing in British society and in raising the attainment of ethnically diverse groups; together with how such expectations led to the commissioning of two National Curriculum diversity reports. Drawing on social justice perspectives, the chapter discusses how New Labour’s emphasis on recognising ethnically diverse students and British identities in the curriculum was rejected by subsequent Coalition and Conservative governments in favour of the negative positioning of student diversity through the Prevent agenda under the guise of threats to national security. The chapter concludes with discussion of the ‘public good’ and how an ethnically diverse curriculum can enhance the equality both of opportunity and of outcomes.
theme of community in relation to citizenship education. We are delighted to present a series of ... more theme of community in relation to citizenship education. We are delighted to present a series of articles and book reviews in which there is discussion of conceptual and empirical studies that further our understanding of a vitally significant and complex field.
What are the characteristics of educational intervention programmes that appear more successful i... more What are the characteristics of educational intervention programmes that appear more successful in attempting to address social inequalities? This chapter reflects on the conclusions and recommendations of a study made by a seven-country team that in 2006–2009 investigated policies relating to different kinds of inequality and disadvantage in 14 states, locating them within the educational cultures, structures and policy discourses in each state. This chapter examines changes over the last decade in four particular areas: socioeconomic disadvantage, gender, migration and ethnicity, together with the intersectionalities between these. We then review changes in the policy discourse in three of these states: Greece, Sweden and the United Kingdom. We identify particular organisational approaches and perspectives that appear to correlate with more positive and lasting outcomes. This chapter offers some significant analysis of what might be understood by ‘the public good’ with reference t...
This report, commissioned by the Mayor of London, follows on from a major piece of research also ... more This report, commissioned by the Mayor of London, follows on from a major piece of research also commissioned by the Mayor through the London Development Agency to examine the educational experiences of black boys in London, 2000-03 (2004). That report considered in great detail the reasons for the continuing underachievement of black boys in schools when compared to their peers. This report seeks to build on that research by seeking the views of black teachers about their contribution in raising achievement for black children, and also to consider what steps are necessary to address the problems of recruiting and retaining a representative teaching workforce for London. This study was commissioned with three main aims. These were to examine: • the factors with the greatest impact on the recruitment, development, progression and retention of black teachers in London • the views of black teachers and parents as to the factors affecting the educational achievement of black pupils • th...
The Palgrave Handbook of Global Citizenship and Education, 2018
This chapter describes and discusses the supranational form of citizenship that is in place in th... more This chapter describes and discusses the supranational form of citizenship that is in place in the European Union. The historical background is sketched with an overview of the education systems in place across Europe. The strategies for global citizenship education are discussed including references to the colonial legacy, with emerging themes of developmentalism, environmentalism, the promotion of global identities and universal human rights.
This chapter is necessarily rather different from the chapters that deal with individual countrie... more This chapter is necessarily rather different from the chapters that deal with individual countries. The EU consists of 28 states, each of which has considerable elements of sovereignty but is also a member of a political, economic and social union. Citizens of each member country are also citizens of the EU: this is additional to their country citizenship (and a consequence of it), and EU citizenship confers further — supranational — rights that can be enforced at the European level, which clearly compromises elements of state sovereignty. (Still more rights are given by the European Convention on Human Rights, established by the Council of Europe — which is a much larger body than the EU.) The EU is a mixture of being an intergovernmental institution, in which state governments meet, negotiate and compromise, and a ‘supranational’ institution, where pan-EU bodies can make policy and legislation that bind the individual countries. This makes a description and analysis of the educational policies and practices of ‘educating for the nation’ problematic. To analyse 28 state curricula and the various professional practices that are employed — and the EU’s own supranational perspectives — would be either unduly long (and perhaps tedious) or meaninglessly concise. This chapter is thus rather more synoptic than some of its companions.
Jsse Journal of Social Science Education, Jun 22, 2012
This is a superb synthesis of theoretical issues and empirical surveys of the current state of th... more This is a superb synthesis of theoretical issues and empirical surveys of the current state of the art in understanding citizenship. It is not just comprehensive in its sweep – it is written with clarity, cogency and lucidity. Joppke’s central and compelling thesis is that the concept of citizenship is brought into focus and defined through its relationship with migration: the introduction of the non-citizen into a state establishes the character of the nature of the status, rights and identity that citizenship confers in that state. The structure of the book is deceptively simple: he analyses the recent literature, and sets this alongside his marshalling of a wealth of empirical evidence from Europe and North America. This leads to key questions of what citizenship means in the early 21st Century, and what might be its future. His arguments have a particular resonance for the European reader, but also usefully reflect on the changing priorities and practices of the ‘traditional’ countries of immigration.
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Papers by Alistair Ross