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This book combines history, sociology, psychology and educational policy in research on a 40-year, crucial phase of development of ethnic identity, ethnic relations and educational and social policies for children in England, from pre-school to secondary school. The authors show how nursery children of different ethnicities interact in beginning their identity journeys in a culture of both inequality, and evolving ethnic relationships and patterns of harmony, in Britain’s developing multicultural society. In looking at self-concept development in secondary school children through the lens of…mehr
This book combines history, sociology, psychology and educational policy in research on a 40-year, crucial phase of development of ethnic identity, ethnic relations and educational and social policies for children in England, from pre-school to secondary school. The authors show how nursery children of different ethnicities interact in beginning their identity journeys in a culture of both inequality, and evolving ethnic relationships and patterns of harmony, in Britain’s developing multicultural society. In looking at self-concept development in secondary school children through the lens of various kinds of child maltreatment, Alice Sawyerr and Christopher Bagley argue that ethnic minority children are psychological survivors, and African-Caribbean girls especially are making strong identity steps – it is the “poor whites” who will make up the precariat, the reserve army of labour, who are left behind in structures of inequality.
List of Figures and Tables; Abbreviations and Acronyms; African and Russian Journeys: Reflections on Autoethnography; Introduction; An African Journey; Christopher Bagley: Ashkenazi Exodus – Multicultural and Multifaith Journeys; Social Class, Ideology and Identity; Introduction; Concepts of Class, Ethnicity, Inequality, Gender and Exploitation; Conclusions; Critical Realism and Dialectical Critical Realism: Grounded Values and Reflexivity in Social Research; Introduction; Matthew Wilkinson: Dialectical Critical Realism and Islam; Margaret Scotford Archer; Critical Realism’s Marxist Dimension; Application of Critical Realism Models in Different Fields of Research; Conclusions and Reflections on Critical Realism; Child-Centred Humanism (CCH): A Guiding Value; Introduction; The Tradition of Carl Rogers; Thomas Hill Green, 1836 To 1882; Conclusions; Appendix: The Children’s Charter of Developmental Rights; Equality and Ethnicity in England 1968 To 2008; Introduction; Political, Economic and Social Philosophies: Perspective on Evolving Ideas; Episodes in the History of Ethnicity in England, 1968 To 2008; Why Study Recent History?; Specific Episodes in Recent History; The Poverty of Education in Britain; The Multiculturalism Debate; Conclusions; Ethnicity, Gender and Identity: The Evolution and Development of Self-Esteem Research in Britain, Canada and America; Introduction; Studies of ‘Racial’ Identity in Young Children Using Dolls, and Figures with Contrasted Ethnicity; Identity and Institutional Racism; Global Self-Esteem in Adolescents and Young Adults; Measuring Self-Esteem in Different Ethnic Groups: Research Past and Present; Conclusions; A Critical Realist Case Study of a Multi-Ethnic, Inner City Day Nursery: Children, Workers, Management and Bureacracy in a Matrix of Change; Introduction; The Video-Recorded Study of Children’s Interactions, and Interviews With Key Workers; Conclusions; Child Maltreatment and Mental Health: Ethnicity, Child Abuse andSelf-Esteem in English Adolescents; Introduction; The Northern Schools Study; Discussion of Results; Critical Realist Conclusions: The ‘Absent’ Children; Conclusions: Unmasking the Alienation of Childhood; Introduction; Historical Review; Critical Realism: An Inclusive Adventure; Final Conclusions: An Inclusive Society?; References; Appendix A: Excluded Youth in Britain; Appendix B: England’s Sure Start Pre-School Child Care Centres: Public Policy, Progress and Political Change; About the Authors; Index.
List of Figures and Tables; Abbreviations and Acronyms; African and Russian Journeys: Reflections on Autoethnography; Introduction; An African Journey; Christopher Bagley: Ashkenazi Exodus – Multicultural and Multifaith Journeys; Social Class, Ideology and Identity; Introduction; Concepts of Class, Ethnicity, Inequality, Gender and Exploitation; Conclusions; Critical Realism and Dialectical Critical Realism: Grounded Values and Reflexivity in Social Research; Introduction; Matthew Wilkinson: Dialectical Critical Realism and Islam; Margaret Scotford Archer; Critical Realism’s Marxist Dimension; Application of Critical Realism Models in Different Fields of Research; Conclusions and Reflections on Critical Realism; Child-Centred Humanism (CCH): A Guiding Value; Introduction; The Tradition of Carl Rogers; Thomas Hill Green, 1836 To 1882; Conclusions; Appendix: The Children’s Charter of Developmental Rights; Equality and Ethnicity in England 1968 To 2008; Introduction; Political, Economic and Social Philosophies: Perspective on Evolving Ideas; Episodes in the History of Ethnicity in England, 1968 To 2008; Why Study Recent History?; Specific Episodes in Recent History; The Poverty of Education in Britain; The Multiculturalism Debate; Conclusions; Ethnicity, Gender and Identity: The Evolution and Development of Self-Esteem Research in Britain, Canada and America; Introduction; Studies of ‘Racial’ Identity in Young Children Using Dolls, and Figures with Contrasted Ethnicity; Identity and Institutional Racism; Global Self-Esteem in Adolescents and Young Adults; Measuring Self-Esteem in Different Ethnic Groups: Research Past and Present; Conclusions; A Critical Realist Case Study of a Multi-Ethnic, Inner City Day Nursery: Children, Workers, Management and Bureacracy in a Matrix of Change; Introduction; The Video-Recorded Study of Children’s Interactions, and Interviews With Key Workers; Conclusions; Child Maltreatment and Mental Health: Ethnicity, Child Abuse andSelf-Esteem in English Adolescents; Introduction; The Northern Schools Study; Discussion of Results; Critical Realist Conclusions: The ‘Absent’ Children; Conclusions: Unmasking the Alienation of Childhood; Introduction; Historical Review; Critical Realism: An Inclusive Adventure; Final Conclusions: An Inclusive Society?; References; Appendix A: Excluded Youth in Britain; Appendix B: England’s Sure Start Pre-School Child Care Centres: Public Policy, Progress and Political Change; About the Authors; Index.
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