Ethnicity and Education in England and Europe examines where, when and how minority ethnic groups miss out on educational opportunities. Through a combination of comparative, quantitative and qualitative methodologies and the showcasing of new research, it provides a fresh approach to examining the long-standing debates over ethnicity, and in particular ethnic differences in educational achievement. Drawing on extensive empirical research in England, as well as information gathered as part of a major international programme of research under the auspices of the European Union (EDUMIGROM), this book both synthesises the findings of the English team and puts these findings in context through comparison with the analytical material generated in a range of other European countries. With a key focus on the educational experiences and outcomes of the Roma in Central and Eastern Europe, as compared with the experiences of minority ethnic groups in Western Europe, this volume provides a contemporary assessment of ethnic relations across a selected range of European countries. Presenting comparative, cross-national analyses of ethnic inequalities and policy interventions, Ethnicity and Education in England and Europe makes a significant contribution to debates in the fields of migration, ethnicity and education, and will be of interest to both scholars and policy makers concerned with questions of race and educational outcome.

Covering the period from the height of Empire to Brexit and beyond, this book shows how the vote to leave the European Union increased hostilities towards racial and ethnic minorities and migrants. Concentrating on the education system, it asks whether populist views that there should be a British identity - or a Scottish, Irish or Welsh one - will prevail. Alternatively arguments based on equality, human rights and economic needs may prove more powerful. It covers events in politics and education that have left most white British people ignorant of the Empire, the often brutal de-colonisation and the arrival of immigrants from post-colonial and European countries. It discusses politics and practices in education, race, religion and migration that have left schools and universities failing to engage with a multiracial and multicultural society.

How are the processes of increasing ethnic and racial diversity reflected in European schools? How do children and educators experience and perceive interethnic relations in schools? This book examines the issues of interethnic coexistence, the management of ethnic diversity, xenophobic and racial attitudes and, in particular, the under-researched topic of interethnic violence among children in the school environment. Drawing together qualitative and quantitative data across five European countries it offers an insight into the views, personal experiences and responses of children from different ethnic backgrounds to interethnic violence in European schools. International contributors from England, Slovenia, Cyprus, Italy and Austria come together to provide a comparative study of experiences of interethnic conflict and violence in primary and secondary school classrooms. Each chapter focuses on positive measures that can combat discrimination, providing examples of good practice as well as considering the position of the school in promoting citizenship in an increasingly global world. By examining the experiences and perspectives of children, educators and experts, the book provides up-to-date research findings in the field and suggests key mechanisms for addressing interethnic violence in schools. With support, schools can play a key role in alleviating interethnic tensions and combatting ethnocentrism through the implementation of strong policies, acting as ‘protected spaces’. Children’s Voices: Studies of interethnic conflict and violence in European schools is of international relevance both within Europe, and beyond, and will appeal to researchers, teachers and policy makers concerned with race equality in the classroom.

For centuries, Muslim countries and Europe have engaged one another through theological dialogues, diplomatic missions, political rivalries, and power struggles. In the last thirty years, due in large part to globalization and migration from Islamic countries to the West, what was previously an engagement across national and cultural boundaries has increasingly become an internalized encounter within Europe itself. Questions of the Hijab in schools, freedom of expression in the wake of the Danish Cartoon crisis, and the role of Shari'a have come to the forefront of contemporary European discourse. The Oxford Handbook of European Islam is the first collection to present a comprehensive approach to the multiple and changing ways Islam has been studied across European countries. Parts one to three address the state of knowledge of Islam and Muslims within a selection of European countries, while presenting a critical view of the most up-to-date data specific to each country. These chapters analyze the immigration cycles and policies related to the presence of Muslims, tackling issues such as discrimination, post-colonial identity, adaptation, and assimilation. The thematic chapters, in parts four and five, examine secularism, radicalization, Shari'a, Hijab, and Islamophobia with the goal of synthesizing different national discussion into a more comparative theoretical framework. The Handbook attempts to balance cutting edge assessment with the knowledge that the content itself will eventually be superseded by events. Featuring eighteen newly-commissioned essays by noted scholars in the field, this volume will provide an excellent resource for students and scholars interested in European Studies, immigration, Islamic studies, and the sociology of religion.

This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality over the last thirty years in eighteen different national contexts.

This book is a comparative analysis of children of international migrants in Britain, France and Germany, using survey data from the EFFNATIS project. By analysing data on linguistic, structural, political, religious and socio-cultural behaviour, it offers exciting new evidence on sociological models of immigrant incorporation.

In recent years European states have turned toward more austere political regimes, entailing budget cuts, deregulation of labour markets, restrictions of welfare systems, securitization of borders and new regimes of migration and citizenship. In the wake of such changes, new forms of social inclusion and exclusion appear that are justified through a reactivation of differences of race, class and gender. Against this backdrop, this collection investigates contemporary understandings of history and cultural memory. In doing so, the reader will join the leading European contributors of this title in examining how crisis and decline in contemporary Europe trigger a selective forgetting and remodelling of the past. Indeed, Austere Histories in European Societies breaks new paths in scholarship by synthesising and connecting current European debates on migration, racism and multiculturalism. In addition to this, the authors present debates on cultural memory and the place of the colonial legacy within an extensive comparative framework and across the boundaries of the humanities and social sciences. This book will appeal to scholars and students across the social sciences and humanities, particularly in European studies, memory studies, sociology, postcolonial studies, migration studies, European history, cultural policy, cultural heritage, economics and political theory.

This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions – Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics. With fortynewly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future.

The book explores the relationship among young people, politics and the media. It presents a novel multidimensional analytical framework – The Circle Line Media Model, which accounts for the importance of a range of processes, actors and social structures in the political socialisation process. By defining political socialisation as a lifelong interactive process that develops civic cultures, collective identities and citizenship, underpinned by social structures, nationality and generational order, the author draws attention to its manifestation in acts of political participation and interactions with authoritative actors such as school/teachers, family, the media and friends/peers. The volume’s longitudinal study on young people, Europe and the media spanning 13 years of research in two very different countries also makes recommendations for more effectively engaging young people with politics and political media based on Generation Z’s own views about current deficiencies in their relationship with news media. Shedding new light on the changing nature of young people’s engagement with politics, this book will be of interest to researchers, lecturers/professors and upper level undergraduate and postgraduate students in the fields of media studies, communication and journalism studies as well as politics and sociology.