This broad-ranging text offers a timely overview of both the social basis of racism in education, and the policies that have attempted to combat it. Focusing mainly on the effectiveness or otherwise of multicultural and antiracist policies, the book situates racism at school in the widest context, from the experience of individuals to the social and institutional background. A successful balance of important recent articles and substantial contributions specially written for this text, Racism and Education is essential reading for teachers, students and all those concerned with discrimination and with antiracist policy. An Open University Reader for the course `Race', Education and Society.
`This clearly written, well-illustrated text satisfies a long-standing need for an authoritative account of the methodology of cultural studies. It will become required reading on many courses' - David Silverman, Goldsmiths College, University of London The growth of interdisciplinary cultural studies poses new challenges for the process of doing research. In this textbook, Pertti Alasuutari introduces the range of approaches and methodological tools available for undertaking critical research, and shows how cultural studies transcend traditional divisions between qualitative and quantitative methods and between social sciences and humanities. He draws upon three main sources: the qualitative traditions of sociological and anthropological research, including ethnography and symbolic interactionism; methods for the study of language and interaction - semiotics, narrative analysis, conversation analysis and discourse analysis; and quantitative analysis in terms of its relevance to data produced by research on culture.
This book offers a contribution to the current debate over globalization. It provides a a distinctively cultural focus on the social theory of the contemporary world. The relationship between local communities and a broader social system is a long-standing concern. Recent decades, however, have seen an acceleration of the processes by which the global system impacts on localities. The result has been an increased interest in understanding the nature of global society, viewed through such conceptions as "world-systems", "restructuring" and "capitalism".
`This is an excellent book. Whilst specifically aimed at the "newer counsellor", this book contains much that will be of interest to experienced practitioners both within and outside of TA... this book is an excellent guide to implementing TA techniques and treatment planning particularly from a process model perspective. It incorporates many new ideas which will make it refreshing and inspiring for both new and experienced counsellors and psychotherapists' - ITA News This concise workbook provides 30 practical suggestions to help practising counsellors develop and enhance their Transactional Analysis (TA) counselling skills. After a brief introductory section that summarizes the essentials of TA theory and technique, the book covers crucial aspects of best practice in current TA, many of them unavailable in book form until now. Presenting new and wide-ranging material, each of the 30 suggestions - which are supported by useful case examples - encourages both experienced and trainee counsellors to think carefully about their work and how it can be made even more effective. Ian Stewart provides much-needed practical guidance to such key areas as contract-making, time-frames and the Process Model.
New Technology-Based Firms in the 1990s: Volume One is a contemporary, international 'state of the art' view of research in these areas. It will be essential reading for those who have an interest in the innovation and growth problems of high-technology small firms in the mid-1990s. Both the conference from which this book emanates and this first volume of an annual series of books on the evolving theme of high-technology small firm research, are designed to publicize the high-quality work taking place in this academic area. A further intention is to put the development problems of high-technology small firms before an audience wider than the one that attended the original conference. Thus, this book will not only be of interest to academics, but will also provide practical insights to high-technology small firms management, and to all those at local and national levels within developed economies concerned with the creation and development of high-technology small firms.
This text examines the many purposes of assessment in early literacy development. Issues in early literacy assessment, assessment material, the purposes of literacy assessment, government policy, practice in schools, baseline assessment of literacy, and the need for new research measures of early literacy are all recurrent themes in the book. The author reviews and discusses three decades of policy and practice in assessing literacy development in the years three to five - from recognizing in the late 1960s that literacy in these years exists, to proposals in 1997 for official assessment of literacy at five years. "Recognising Early Literacy Development" reviews and evaluates a large number of existing texts and assessment instruments, and some LEA baseline assessment documents. The author considers the theoretical, political and educational purposes of literacy assessment, and discusses assessment practices as found in an original survey of assessment practice in one LEA. She explores the need for a new approach to measurement for research, which is more attuned to assessment for teaching, and the importance of appropriate approaches to finding out what young children know about literacy. The book includes the Sheffield Early Literacy Development Profile.
`This presents a useful and thoughtful overview of the ways in which thinking about pedagogy has changed in research and practice' - Dr A Loveless, University of Brighton `I commend it to anyone with a concern for teaching in any of its forms' - School Leadership and Management In this controversial book, Peter Mortimore and a team from London University's Institute of Education explore what is meant by the term pedagogy.They investigate its context and describe some of the recent shifts in thinking about it. Pedagogy affects the way hundreds of thousands of learners of different ages and stages are taught. Yet, until recently, it has been a neglected topic. Instead of having access to systematic evidence about its impact, innovative teachers have been guided only by ideological positions, folk wisdom and fashionable enthusiasms for particular approaches. The contributors to this book, all with professional backgrounds as teachers, have scoured the literature to examine the impact of different pedagogies on nursery, primary and secondary schools as well as on further education colleges, universities and the workplace. The book also considers learners with special educational needs and the implications of using information and communications technology. The authors open up debates on the following key topics: * how best to define pedagogy * what we know about the impact of particular pedagogies on learning what is still not known * whether there are important differences between the pedagogy used for learners of different ages and stages * whether any lessons for the future can be gleaned from current practice. This important book is invaluable reading for interested teachers working with learners of all ages.The issues raised affect the way we think about the teaching of the under fives through to university students and continuing lifelong learners. It is essential reading for policymakers, practitioners and tutors.
Enhancing Children's Learning through Innovative Thinking
'Susan Hart's book is a welcome relief from the prescriptive empiricism of much current writing on how to respond to the difficulties in learning experienced by many children and young people. The detail of the sustained analysis is also in marked contrast to the superficial summarising that often passes for critique' - Support for Learning 'The author places a refreshing emphasis upon the dynamic, interactional nature of learning and teaching, reminding us of the need to recognize the active part played by all pupils in shaping their own learning, which is mediated through the agendas which they bring to bear on classroom activities and which may be quite different from those of their teachers' - International Journal of Inclusive Education This book offers practitioners a new way of thinking about and pursuing concerns about children's learning. It sets aside the limiting language of 'learning difficulties' and 'special needs', and suggests an approach which starts from a different perspective. This approach assumes that any learning situation always has the potential to yield new ideas for enhancing children's learning, if we do the kinds of thinking that open up new possibilities. The author offers an account of this innovative thinking, suggesting a framework of questions that teachers can use, drawing on their existing knowledge and expertise, to generate new insight and possibilities for practice. She also provides a basis for deciding which possibilities to pursue in the case of a particular child. The approach is explained in a practical and usable way for classroom teachers, drawing on detailed accounts of children's learning and the outcomes of a research study from which the ideas were derived.
Food and eating practices are at the centre of the new concern in westrn societies about the body, self-control, health, risk, consumption and identity. While individuals enter the world with the need to eat to survive, from the moment of birth their responses to food and eating practices are shaped by the way in which they interact with othrs and with cultural artefacts. As such, meanings, discourses and practices around food and eating are worthy of detailed analysis and interpretation. In this analysis of the sociocultural and personal meanings of food and eating, the author explores the relationship between food and embodiment, the emotions and subjectivity. She includes discussion of the intertwining of food, meaning and culture in the context of childhood and the family, as well as the social construction of foodstuffs as gendered. Other areas considered include food tastes, dislikes and preferences, the dining-out experience, spirituality and the "civilizes" body. She draws on a diverse range of sources, including representations of food and eating in film, literature, advertising, gourmet magazines, news reports and public health literature, as well as her own empirical research relating to the meanings of food in everyday life. This book's interdisciplinary approach incorporates discussion of the work of a number of major contemporary social and cultural theorists, including Bourdieu, Elias, Kristeva, Grosz, Falk and Foucault. This book should be useful reading for students and academics interested in the sociology and anthropology of food, the sociology of everyday life and consumption and of health and illness, medical anthropology, cultural studies and the study of diet and nutrition.
