1,721,018 research outputs found
Experiences of autism in higher education
No full textn this chapter, the author will draw from personal experiences as well as current research on autism, neurodivergence and narrative agency, to examine some of the challenges autistic and neurodivergent higher education lecturers face in the current climate. He will argue that the individual and collective practices of neurodivergent academics offer: practical critiques of the normalised working practices and material conditions in higher education, as well as intellectual and ethical commentaries on the burgeoning neoliberal conditions of contemporary academia
Educational inequalities: difference and diversity in schools and higher education
No full textWhile there is considerable literature on social inequality and education, there is little recent work which explores notions of difference and diversity in relation to "race," class and gender. This edited text aims to bring together researchers in the field of education located across many international contexts such as the UK, Australia, USA, New Zealand and Europe. Contributors investigate the ways in which dominant perspectives on "difference," intersectionality and institutional structures underpin and reinforce educational inequality in schools and higher education. They emphasize the importance of international perspectives and innovative methodological approaches to examining these areas, and seek to locate the dimensions of difference within recent theoretical discourses, with an emphasis on "race," class and gender as key categories of analysis
Educational inequalities: difference and diversity in schools and higher education
No full textThis edited collection will bring together researchers in the fields of education, gender, ‘race’ and sociology in an area of research of topical interest to academics in these fields. The main aim of the collection is to provide understandings of (in)equality in relation to ‘race’, gender and class. It will focus on difference and diversity, specifically gender, ‘race’ and class, and intersectionalities of these differences. In particular the collection seeks to locate the dimensions of difference within recent theoretical discourses with an emphasis on ‘race’, class and gender as key categories of analysis. The collection uses theoretical approaches to examine the inequalities and diversities of educational experiences. To do this, each chapter will review existing research and present new and original evidence in a theoretically informed context-specific manner. Whilst there is considerable literature on social inequality and education, there is little recent work which explores notions of difference and diversity in relation to ‘race’, class and gender. Given the gap in the literature it becomes all the more important to address the specificity of difference. This collection aims to bring together major researchers and those less established in the field of education located across the UK and diverse international (e.g. Australia, USA, New Zealand, Europe) contexts. Contributors will explore the ways in which dominant perspectives on ‘difference’, intersectionality and institutional structures underpin and reinforce educational inequality. The collection will emphasise the importance of international perspectives in such discussions and innovative methodological approaches to examining these areas. Additionally, the editors plan to include an introductory think-piece on educational inequalities and intersectionality that will comment on the collection as a whole, and a concluding chapter that provides new and critical perspectives on examining educational inequalities in ‘race’, gender and class. <br/
Inclusion, exclusion, social justice, and children's rights to education: reflections of a former secondary school inclusion manager
No full textThis chapter will examine the complex and, at times, contradictory nature of the role of inclusion manager from the perspective of a former secondary school teacher, later special educational needs co-ordinator (SENCo) and vice principal in a secondary comprehensive school in an urban area of the East Midlands in England. In particular, the chapter, written in the first person of the author, will consider her views in relation to her role alongside established and up-to-date policy and research regarding ‘inclusion’ in education, in particular with regard to social justice and the reality of practice
Roots and wings:enabling a sense of identity, social inclusion and opportunities for growth in the Early Years curriculum
No full textThis chapter, written in the first person, will raise the question ‘What could and should an effective and inclusive Early Years curriculum look like if it is to be responsive to the needs and interests of young children?’ The author will draw from her own experience of working in the sector as a teacher and academic for many years – what she learnt about young children, their needs, interests and learning patterns along the way and how to create effective, responsive inclusive and engaging Early Years curricula that will give young children a really good start to their education. She will illustrate her narrative with short vignettes to exemplify important issues that arose for her and provided turning points in her own understanding of young children and their development
Notions of diversity, British identities and citizenship belonging
No full textThis article reports on a small‐scale research study commissioned by the then Department for Education and Skills ([DfES] now the Department for Children, Schools and Families [DCSF]) in June 2006 to aid the work of the Diversity and Citizenship Curriculum Review Group, headed by Sir Keith Ajegbo. The findings concentrate on how ‘diversity’ is viewed by schools and the implications of this for developing pupil understanding of British diversity, British identities and citizenship belonging. The article highlights student perceptions and experience of a diverse curriculum together with their perceptions of ‘Britishness’ and citizenship belonging. In examining school and student understanding of diversity, this article explores two discrete aspects: ‘diversity’ education and education about ‘Britishness’. While supporting the need to value British diversity, the article nevertheless challenges the assumption that ethnic or cultural ‘heritage’ is always positive and/or learning about it positive
Book review: Passionate and pious: religious media and black women's sexuality
No full textBook review of Passionate and Pious: Religious Media and Black Women's Sexuality by Monique Moultrie Duke University Press, 2017 (ISBN: 9780822370048
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