|New Book Out NowSocial Justice Re-examined: Dilemmas and solutions for the classroom teacheredited by Rowena Arshad, Lynne Pratt and Terry Wrigley
This book is intended to help beginner teachers to think their way through issues of social justice to effect change in their classrooms and schools. The book will cover a range of themes which are complex and contested arenas for the everyday classroom teacher e.g. addressing poverty and social class, grappling with terminology and political correctness, working with pupils for whom English is an additional language without the necessary teaching or understanding of multilingual matters, addressing Islamophobia, sectarianism and religious bigotry, tackling homophobia and related prejudices, going beyond tackling boys underachievement, delivering an anti-racist learning and teaching curriculum.
New CERES Briefing: Voices from the British Studies Classroom
Dr. Maria Dasli has written a new briefing paper for CERES which explores the culture learning processes of international students attending a credit-bearing British Studies module in part completion of a foundation/access programme in the UK. It draws on three sets of in-depth student interviews and 15 classroom observations used to triangulate findings to reveal that the module presents partial representations of Britishness through discussion of factual information that neglects the affective dimension of learning. From this, students are seen to construct generalisations about the host culture which the module fails to address despite claims to the development of intercultural competence.
This is the first of a series of briefings which will be published three times a year in October, February and June.