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Author: Janet Graham
Publisher: Xlibris Corporation
ISBN: 1543486193
Category : Education
Languages : en
Pages : 390
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Book Description
This book explores underachievement of boys and girls in secondary education. The author focuses her empirical study on the alarming underachievement of African Caribbean boys in British schools in comparison to other groups. She also adopts a historical perspective to compare West Indian children who arrived in Britain in the 1960s and 1970s (many labeled as ESN) (Coard 1971) to problems faced by black boys in todays classrooms. Janet Graham also explores the impact of globalization, population movement, government policies, and diversity on black boys education provision in inner-city schools in Britain. She investigates masculinity, subcultures, peer-group pressures, and exclusion from school and their impact on black boys education. The institutional focus study sets the context for the empirical study and provides a perspective from voices of black boys in one inner-London school to find out what they think about school, learning, subcultures, peer-group pressures, and teachers. As a contrast, teachers views of the boys are also provided. This book will be of interest to educationalists, teachers, parents, school management, and government bodies interested in race, diversity, achievement, who want to bring about change to improve life chances.
Author: Janet Graham
Publisher: Xlibris Corporation
ISBN: 1543486193
Category : Education
Languages : en
Pages : 390
Get Book Here
Book Description
This book explores underachievement of boys and girls in secondary education. The author focuses her empirical study on the alarming underachievement of African Caribbean boys in British schools in comparison to other groups. She also adopts a historical perspective to compare West Indian children who arrived in Britain in the 1960s and 1970s (many labeled as ESN) (Coard 1971) to problems faced by black boys in todays classrooms. Janet Graham also explores the impact of globalization, population movement, government policies, and diversity on black boys education provision in inner-city schools in Britain. She investigates masculinity, subcultures, peer-group pressures, and exclusion from school and their impact on black boys education. The institutional focus study sets the context for the empirical study and provides a perspective from voices of black boys in one inner-London school to find out what they think about school, learning, subcultures, peer-group pressures, and teachers. As a contrast, teachers views of the boys are also provided. This book will be of interest to educationalists, teachers, parents, school management, and government bodies interested in race, diversity, achievement, who want to bring about change to improve life chances.
Author: Nisheet Gosai
Publisher: Cambridge Scholars Publishing
ISBN: 144383436X
Category : Social Science
Languages : en
Pages : 250
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Book Description
This study critically explores contemporary African/Caribbean boys’ (15–16 years old) educational experiences in the UK. It focuses on their lives from both within and outside the school. Various research methods are employed in order to gain a comprehensive picture that includes the accounts of African/Caribbean boys, parents, teachers and youth workers. The study explores both the boys’ positive and negative experiences of school life. At one level, the boys’ narratives suggest ‘a nothing but the same old story’ of racial exclusion and subordination within urban secondary schools. At another level, we hear of the importance of education in their lives. Of particular significance is the evidence of how black supplementary schools and youth organisations are providing an educational space that positively supports them in their transition into adulthood. The study makes recommendations for educationalists and policy makers based on the findings. This includes the need to understand the boys’ experiences of racial exclusion and the complexities around the intersection of race, gender and class for a younger generation at the start of the twenty-first century. In comparing mainstream and supplementary educational spaces, the boys identify the need to build an inclusive mainstream curriculum that represents the historical past and cultural present of their lives. Importantly, the study vividly highlights contrasting teacher-pupil interactions between these two educational spaces, suggesting what the former can learn from the latter.
Author: Feyisa Demie
Publisher:
ISBN: 9781910428184
Category : Academic achievement
Languages : en
Pages : 143
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Book Description
Author: Michael R.M. Ward
Publisher: Edward Elgar Publishing
ISBN: 1788977157
Category : Education
Languages : en
Pages : 552
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Book Description
This updated second edition unpacks the discussions surrounding the finest qualitative methods used in contemporary educational research. Bringing together scholars from around the world, this Handbook offers sophisticated insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research.
Author: Leo P. Chall
Publisher:
ISBN:
Category : Online databases
Languages : en
Pages : 754
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Book Description
CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.
Author: Derek Kassem
Publisher: A&C Black
ISBN: 1847060846
Category : Education
Languages : en
Pages : 388
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Book Description
A key textbook for Education Studies providing an insight into some of the issues and dilemmas faced by education in the UK and internationally.
Author: Garth Stahl
Publisher: Taylor & Francis
ISBN: 1317303016
Category : Education
Languages : en
Pages : 235
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Book Description
This collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities. Expanding the field of masculinity studies in education, the contributors offer international comparisons of different subgroups of boys and young men in primary, secondary and university settings. A cross-sectional analysis of race, gender, and class theory is employed to illuminate the role of aspiration in shaping boys’ identities, which adds nuance to their complex "identity work" in neoliberal times.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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Book Description
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 resources, and less experienced teachers to their care. It was a dustbin solution, not a lifting-the-child-up operation. It was a life sentence, not a life-line to greater opportunities. The last 50 years has taught us not to rely on pleas to or the goodwill of those running the system to effect the changes our children need. Just as we did a half-century ago and since, we have to accept that future progress for our children on all fronts depends on our actions, our initiatives..." - Bernard Coard (Extract from the Preface) This Edition also includes: INTRODUCTION by Paul Mackney, Former General Secretary, University & Colleges Union (UK) FOREWORD by Jeremy Corbyn, MP, former Leader of the Opposition, Britain Parliament PART TWO: Republished article written by the Author in 2004 on "Why I Wrote the 'ESN Book' 30 Years On" - PART THREE: "50 Years On" Essay by Hubert Devonish, Emeritus Professor of Linguistics, The University of The West Indies, Mona, Jamaica Bernard Coard taught at his secondary school in Grenada on leaving at 18 and at Brandeis University's 'Upward Bound' Summer Programme at 20 and 21. He studied at Brandeis University (Massachusetts, USA) and then Sussex University (UK). During the late 1960s and early '70s, Bernard ran youth clubs in Southeast London for children attending seven so-called ESN schools and taught at two others in East London. He subsequently taught at The University of The West Indies and at the Institute of Higher Studies, Netherlands Antilles. For 20 years, Coard set up and ran the Richmond Hill Prison Education Programme, Grenada (basic literacy to London University postgraduate degrees). He continues to teach at university level as a guest lecturer, in person and online.
Author: David Gillborn
Publisher: McGraw-Hill Education (UK)
ISBN: 0335230954
Category : Education
Languages : en
Pages : 269
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Book Description
"This research should make us extremely sceptical that the constant search for 'higher standards' and for ever-increasing achievement scores can do much more than put in place seemingly neutral devices for restratification." - Michael W Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison Recent educational reforms have raised standards of achievement but have also resulted in growing inequalities based on 'race' and social class. School-by-school 'league tables' play a central role in the reforms. These have created an A-to-C economy where schools and teachers are judged on the proportion of students attaining five or more grades at levels A-to-C. To satisfy these demands schools are embracing new and ever more selective attempts to identify 'ability'. Their assumptions and practices embody a new IQism: a simple , narrow and regressive ideology of intelligence that labels working class and minority students as likely failures and justifies rationing provision to support those (often white, middle class boys) already marked for success. This book reports detailed research in two secondary schools showing the real costs of reform in terms of the pressures on teachers and the rationing of educational opportunity. It will be important reading for any teacher, researcher or policymaker with an interest in equality in education.
Author: Odette Parry
Publisher: Canoe Press (IL)
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
The growing regional and international concerns about the educational performance of males reflect a broader social anxiety about the plight of men in general and black men in particular. This concern has culminated in the marginalized male thesis, which has gained considerable academic attention and popular support in the media. In addressing the issue of male underachievement, the book challenges the popularly held assumption that boys fail because girls achieve. Rather than blaming Caribbean females for male underachievement, the book locates male educational performance in the historical context of Caribbean gender relationships, and structural constraints on the development of Caribbean gender identities. UNICEF and the Institute of Social and Economic Research funded the research on gender and Caribbean high school achievement upon which this book is based. Odette Parry and her colleagues conducted extensive in-depth interviews and participant observation research at schools in Jamaica, Barbados, and St Vincent and the Grenadines. After providing the research background and acknowledging the effect of the interviewers' cultural differences, Parry discusses key findings in t
