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Racism, Gender Identities and Young Children, Social Relations in a Multi-Ethnic Inner-City Primary School

British Journal of Educational Studies 47 (1):82-83 (1999)

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From Critical Education to An Embodied Pedagogy of Hope: Seeking a Liberatory Praxis with Black, Working Class Girls in the Neoliberal 16–19 College. [REVIEW]Camilla Stanger - 2016 - Studies in Philosophy and Education 37 (1):47-63.details In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, feminist (...) Download Export citation Bookmark 1 citation
Stick to your own kind: Pupils' experiences of identity and diversity in secondary schools.Jasmine Rhamie, Kalwant Bhopal & Ghazala Bhatti - 2012 - British Journal of Educational Studies 60 (2):171 - 191.details A national emphasis in Britain on community cohesion and citizenship has highlighted the need to explore understandings of difference within and between communities, particularly in school contexts. This paper reports on the first phase of a larger project exploring pupils' understandings and experiences of identity and diversity within secondary schools. Questionnaires were collected from 51 Year 8 pupils in two urban and ethnically diverse secondary schools in England. The findings suggest that pupils have a complex range of views about identity, (...) diversity and Britishness. (shrink) Download Export citation Bookmark
Stick to your own kind: Pupils’ Experiences of Identity and Diversity in Secondary Schools.Jasmine Rhamie, Kalwant Bhopal & Ghazala Bhatti - 2012 - British Journal of Educational Studies 60 (2):171-191.details A national emphasis in Britain on community cohesion and citizenship has highlighted the need to explore understandings of difference within and between communities, particularly in school contexts. This paper reports on the first phase of a larger project exploring pupils' understandings and experiences of identity and diversity within secondary schools. Questionnaires were collected from 51 Year 8 pupils in two urban and ethnically diverse secondary schools in England. The findings suggest that pupils have a complex range of views about identity, (...) diversity and Britishness. (shrink) Download Export citation Bookmark

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