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Audrey I'm participating in e-conference Are we geting it right yet? Race equality and exclusion from school 8 & 9 February Register for free at www.runnymedetrust.org and give your views
Books
Teachers and Human Rights Education
April 2010 Trentham co-authored with Hugh Starkey 978 1 85856 384 8
Why do teachers need to be familiar with human rights?
In multicultural societies, whose values take precedence?
How do schools resolve tensions between children’s rights and teachers’ rights?
Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase ‘human rights’ appears to be a slogan in need of a definition. Human rights education is more urgent than ever.
Teachers and Human Rights Education clarifies the relevance of human rights to teachers’ everyday work. The authors draw on international examples to discuss how schools can work with young people to promote the ideals of justice and peace. Human rights principles are applied to the challenges of living together democratically.
The book contributes to the UN World Programme on Human Rights Education and is a key text for postgraduate studies.
Osler and Starkey are two of the most influential scholars and practitioners of human rights education worldwide. This new volume is timely and highly significant.
Dr Colm Ó Cuanacháin, Amnesty International
LikeStudents' Perspectives on Schooling
May 2010 Open University Press 978-0-335-22360-2 Papaerback 978-0-335-22359-6 GB£60 Hardback
Students' Perspectives on Schooling explores how schools might be transformed for the better, by giving greater weight to the views of students. It examines the benefits to schools and to the wider community, of engaging learners in democratic processes. Drawing on human rights principles, it argues that there are moral and legal, as well as pragmatic reasons why students should be consulted about their schooling.
Changing Citizenship: Democracy and Inclusion in Education
co-authored with Hugh Starkey 2005 Open University Press 0 335 21181 X (pb) 0 335 21182 8 (hb)
How can citizenship in schools meet the needs of learners in multicultural amd globalized communities?
Can schools resolve the tensions between demands for effective discipline and pressures to be more inclusive?
Educators, politicians and the media are using the concept of citizenship in new contexts and giving it new meanings. Citizenship can serve to unite a diverse population, or to marginalise and exclude. With the introduction of citizenship in school curricula, there is an urgent need for develoiping the concept of cosmopolitan and inclusive citizenship.
Changing Citizenship supports educators in understanding the links between global change and the everyday realities of teachers and learners. It explores the role that schools can play in creating a new vision of citizenship for multiculural democracies.
Read a review of Changing Citizenship:
http://edrev.asu.edu/reviews/rev600.htm
JAPANESE TRANSLATION: Changing Citizenship has been translated into Japanese and is published in Autumn 2009 by Keiso Shoboo, Tokyo.
CHINESE TRANSLATION: A Chinese edition of Changing Citizenship is currently being prepared and is expected in 2010 (publisher McGraw-Hill Education Asia).
Teachers, Human Rights and Diversity
with Foreword by James A . Banks Trentham Books 2005 13: 978 1 85856 339 8 10: 1 85856 339 9
How should we educate citizens in multicultural societies? The question is receiving increasing attention across the globe. In this volume educators from England, Northen Ireland, the Republic of Ireland and the United States report on recent research in this field and consider the implications for teachers, teacher educators and student teachers. Case studies illustrate how young citizens can learn to apply the principles of human rights and equality in resolving complex and controversial issues.
Contributors include Carole Hahn, Colm O'Cuanachain, Hilary Claire, Anne Hudson, Jull Rutter, and Chris Wilkins.
Available in the U.S. from Stylus Publishing:
http://www.styluspub.com/clients/TRE/Books/BookDetail.aspx?productID=9
Girls and Exclusion: Rethinking the Agenda
co-authored with Kerry Vincent RoutledgeFalmer 2003 0 415 30316 8
Is the moral panic about underachieving boys masking a real problem facing girls?
The widespread view tht girls are succeeding in education and are therefore 'not a problem' is a myth. By drawing directly on girls' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls.
The book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. The authors argue for a redefinition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy. self-exclusion or school drop-out as a result of pregnancy. Drawing on girls' own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of boys and girls are addressed equally.
Winner of the 2003 Times Educational Supplement SEN 2003 Best Academic Book Prize
Citizenship and Language Learning: international perspectives
co-edited with Hugh Starkey 2005 Trentham Books 13: 978 1 85856 334 3 10: 1 85856 334 8
This volume breaks new groudn by bringing together and synthesising contributions form practitioners and researchers in language teaching and citizenship. It draws on the work of the British Council in developing education for citizenship and good governance through language teaching.
Language teachers across the workld are increasingly recognising their role as teachers of intercultural communication. Language learning develops skills for communication across cultural boundaries. The quality of communication depends on respect, tolerance and acceptance of basic standards of human rights such as equality and dignity.
This book develops a theory and practice of language teaching and learning for citizenship based on understanding and implementing human rights in education. It explores representations of cultures; curriculum and pedagogical frameworks; issues of eqaulity and diversity. case studires are drawn from a range of learning contexts in Latin America, Europe and Asia and conasider yougn disadvantaged learners; e-learning exchanges; developing critical cultural awareness; civic education and language teaching; women's studies; and empowerment strategies for life long learning.
The Education and Careers of Black Teachers: Changing Identities, Changing Lives
Open University Press 1997 0335 19775 2 (pb) 0335 19776 0 (hb)
School principals, teacher unions and education authorities all acknowledge the need for more teachers from Black and ethnic minority communities, yet until this book very little was known about the professional experiences of Black teachers in the UK or the processes which encourage, discourage or exclude Black people from teaching as a career.
This book draws on the life histories of school principals, advisors, teachers and student teachers from Black and ethnic minority communities to find out what their working lives are really like. Detailed case studies and the voices of Black teachers bring their stories alive.
The book examines how those in positions of influence are working to transform schools and improve their students' life chances. How do they achieve success and challenge racism? While celebrating Black and minorty achievement in education, this book does not overlook the costs of success to individuals. Drawing on teachers' own accounts of their work, it explores the complexities of their lived experiences and the tensions which can develop between teachers' professional identities and their political identities as Black people.
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