Supplementary Schools and Ethnic Minority Communities

Supplementary Schools and Ethnic Minority Communities
Author :
Publisher : Springer
Total Pages : 235
Release :
ISBN-10 : 9781137500571
ISBN-13 : 1137500573
Rating : 4/5 (71 Downloads)

Synopsis Supplementary Schools and Ethnic Minority Communities by : Amanda Simon

This book provides a unique perspective into the world of supplementary schooling, exploring both the social positioning of these schools and the ethnic minority communities they serve. The author presents a close examination of the establishment and functioning of supplementary schools which offers a fresh and novel insight into acculturation processes. Drawing on empirical data gathered from staff interviews, classroom observations and interactive recordings, this book explores the operation of supplementary schools as sites of identity construction where the community identities are preserved, defended, renegotiated and reconstructed. The various modes of construction are indicative of the acculturation experiences of ethnic minority communities and the ways in which these communities negotiate residence in one country whilst having roots in another. This book therefore offers a revealing conceptualization of supplementary schools, not merely as educational spaces, but socio-political enterprises that are situated within and respond to various historical, social and political contexts. This pioneering work will appeal to students and scholars in the fields of education, migration and identity.

Supplementary Education

Supplementary Education
Author :
Publisher : Rowman & Littlefield
Total Pages : 372
Release :
ISBN-10 : 0742542610
ISBN-13 : 9780742542617
Rating : 4/5 (10 Downloads)

Synopsis Supplementary Education by : Edmund W. Gordon

In Supplementary Education, the editors argue that while access to schools that enable and expect academic achievement is a necessary ingredient for the education of students, schools alone may not be sufficient to ensure universally high levels of academic development. Supplemental educational experiences may also be needed. The idea of supplementary education is based on the assumption that high academic achievement is closely associated with exposure to family and community-based activities and learning experiences that occur both in and out of school in support of academic learning. For low income and some ethnic minority student groups, opportunities to participate in such activities are generally under-resourced and underutilized in comparison to the access to and participation in such activities by many European- and Asian- Americans from mid to high socio-economic backgrounds. This book makes the case for supplementary education. Specifically, it focuses on the need for universal access to high levels of academic achievement, and the challenge of reducing the 'achievement gap' that exists between Asian American and European American students and their African American, Latina/o, and Native American counterparts. Having posed the problem, the editors define the construct and provide in-depth descriptions of some of the more colloquial expressions of supplementation in after school care, youth development, and other forms of supplemental education. The editors close with a discussion of the emerging institutionalization and need for more thoughtful and rigorous research of the supplementary education movement.

How the West Indian Child is Made Educationally Sub-normal in the British School System (5th Edition)

How the West Indian Child is Made Educationally Sub-normal in the British School System (5th Edition)
Author :
Publisher :
Total Pages : 138
Release :
ISBN-10 : 9798703252703
ISBN-13 :
Rating : 4/5 (03 Downloads)

Synopsis How the West Indian Child is Made Educationally Sub-normal in the British School System (5th Edition) by :

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.

Resisting Racism

Resisting Racism
Author :
Publisher : Trentham Books Limited
Total Pages : 0
Release :
ISBN-10 : 1858565154
ISBN-13 : 9781858565156
Rating : 4/5 (54 Downloads)

Synopsis Resisting Racism by : Kehinde Andrews

In the 1960s, Black communities in the UK mobilised against the discrimination and inequality their children experienced in mainstream schooling, setting up Black supplementary school projects where the deficits in educational provision could be rectified. Almost fifty years of Black supplementary schools, organised on a volunteer basis by parents, teachers, churches and community groups, are brought to life in this book. This is the first comprehensive account of the Black supplementary school movement. It charts the historical development of the movement; explores the different ideologies that emerged; examines the importance and conceptions of Blackness; and looks at the relationship to mainstream schools and the prospects for the future of Black supplementary education. It is essential reading for everyone who is interested in overcoming racism in education and in sociological and policy responses to racism generally.

Race, Gender and Educational Desire

Race, Gender and Educational Desire
Author :
Publisher : Routledge
Total Pages : 222
Release :
ISBN-10 : 9781134060511
ISBN-13 : 1134060513
Rating : 4/5 (11 Downloads)

Synopsis Race, Gender and Educational Desire by : Heidi Safia Mirza

'This book is a great genealogy of black women's unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature' - Diane Reay, Professor of Education, Cambridge University Race, Gender and Educational Desire reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women teachers and students in schools and universities. It explores the intersectionality of race and gender in education, taking the topic in new, challenging directions and asking How does race and gender structure the experiences of black and ethnicised women in our places of learning and teaching? Why, in the context of endemic race and gender inequality, is there a persistent expression of educational desire among black and ethnicised women? Why is black and ethnicised female empowerment important in understanding the dynamics of wider social change? Social commentators, academics, policy makers and political activists have debated the causes of endemic gender and race inequalities in education for several decades. This important and timely book demonstrates the alternative power of a black feminist framework in illuminating the interconnections between race and gender and processes of educational inequality. Heidi Safia Mirza, a leading scholar in the field, takes us on a personal and political journey through the debates on black British feminism, genetics and the new racism, citizenship and black female cultures of resistance. Mirza addresses some of the most controversial issues that shape the black and ethnic female experience in school and higher education, such as multiculturalism, Islamophobia, diversity, race equality and equal opportunities Race, Gender and Educational Desire makes a plea for hope and optimism, arguing that black women's educational desire for themselves and their children embodies a feminised prospectus for a successful multicultural future. This book will be of particular interest to students, academics and researchers in the field of education, sociology of education, multicultural education and social policy. Heidi Safia Mirza is Professor of Equalities Studies in Education at the Institute of Education, University of London, and Director of the Centre for Rights, Equalities and Social Justice (CRESJ). She is also author of Young, Female and Black (Routledge).

Cross Curricular Contexts, Themes And Dimensions In Primary Schools

Cross Curricular Contexts, Themes And Dimensions In Primary Schools
Author :
Publisher : Routledge
Total Pages : 312
Release :
ISBN-10 : 9781135721787
ISBN-13 : 1135721785
Rating : 4/5 (87 Downloads)

Synopsis Cross Curricular Contexts, Themes And Dimensions In Primary Schools by : Gajendra K. Verma

The final volume of four, the authors, all specialists in the areas of the curriculum, consider how the concerns of ethnic groups may be addressed within the framework of the National Curriculum. Despite the indecision surrounding the structure, content, pedagogy and assessment of many components of the primary school curriculum, it remains that the multicultural nature of the population and of schools will develop. These developments and their educational implications must be considered if the educational system is to respond adequately.

Extra Learning

Extra Learning
Author :
Publisher : Routledge
Total Pages : 270
Release :
ISBN-10 : 9781134986651
ISBN-13 : 1134986653
Rating : 4/5 (51 Downloads)

Synopsis Extra Learning by : Andrews, Kay

A discussion of out-of-school learning (OSHL), study support and extra-curricular activities. It describes why out-of-school learning is essential in helping to develop learning, and how to go about establishing and supporting effective programmes and activities outside the school curriculum.

Bilingual Community Education and Multilingualism

Bilingual Community Education and Multilingualism
Author :
Publisher : Multilingual Matters
Total Pages : 354
Release :
ISBN-10 : 9781847698018
ISBN-13 : 1847698018
Rating : 4/5 (18 Downloads)

Synopsis Bilingual Community Education and Multilingualism by : Ofelia García

"This book takes up the lens of ethnolinguistic communities as they proudly educate their own children in their ways of speaking and being. These bilingual community education programs are unlike bilingual programs in US public schools, where speakers of languages other than English are often minoritized. In these programs, the children's linguistic and cultural diversity are their most valuable assets. But these bilingual community education programs are also different from how others have characterized ???heritage language??? programs. In these bilingual community education programs diasporic ethnolinguistic communities ensure that their children use their ways of speaking and being within a US global context. Thus, their interest is not in their heritage, as the language and the culture was performed in the past, in another space, but as a dynamic bilingualism and biculturalism that is performed by American children."--publisher website.

Global Japan

Global Japan
Author :
Publisher : Routledge
Total Pages : 325
Release :
ISBN-10 : 9781134431441
ISBN-13 : 1134431449
Rating : 4/5 (41 Downloads)

Synopsis Global Japan by : Roger Goodman

The Japanese have long regarded themselves as a homogenous nation, clearly separate from other nations. However, this long-standing view is being undermined by the present international reality of increased global population movement. This has resulted in the establishment both of significant Japanese communities outside Japan, and of large non-Japanese minorities within Japan, and has forced the Japanese to re-conceptualise their nationality in new and more flexible ways. This work provides a comprehensive overview of these issues and examines the context of immigration to and emigration from Japan. It considers the development of important Japanese overseas communities in six major cities worldwide, the experiences of immigrant communities in Japan, as well as assessing the consequences for the Japanese people's view of themselves as a nation.

Realising Potential

Realising Potential
Author :
Publisher : Trentham Books Limited
Total Pages : 186
Release :
ISBN-10 : PSU:000066871217
ISBN-13 :
Rating : 4/5 (17 Downloads)

Synopsis Realising Potential by : Tözün Issa

Over the past half century, millions of children have spent their Saturdays or Sundays in the schools set up by their communities. This book reveals the workings of these complementary schools and their significance for black communities and for bilingual children. It explores the contribution of complementary schools to pupils' education and achievement in the mainstream. By critically evaluating existing practices, the authors identify the good practice in complementary schools and indicate avenues for closer collaboration between these and mainstream schools. Readers of this comprehensive study of the complementary sector will find: an account of the historical and political background and the emergence of community generated schools; analysis of current provision in the context of local and national policies; examination of curriculum provision, teaching approaches and training needs based on data analysis of ongoing practice; case studies illustrating the diversity of complementary school provision; discussion of the implications for complementary and mainstream teachers, principals, policy makers and teacher education institutions; recommendations for strengthening provision and fostering collaboration across all education provision.