Reimagining Prevent Duty in schools: how teachers can support students in their liberation from racialised narratives of radicalisation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neil A. Hart
Keyword(s):  
Critical Race Theory ◽  
Teaching Practice ◽  
London School ◽  
Best Interest ◽  
Structural Racism ◽  
Muslim Students ◽  
Content Type ◽  
Teachers And Students ◽  
Muslim Communities ◽  
Good Teaching Practice

PurposeAn accessible resource on the role of teachers in perpetuating inequality through Prevent Duty, with guidance on how to change teaching practice to empower Muslim students.Design/methodology/approachThe paper uses critical race theory (CRT) to interrogate power and Whiteness in the interaction of teachers and students when complying with Prevent Duty and delivering lessons on fundamental British values. This is illustrated through a constructed narrative between three characters in a London school, and offers a Freirean approach to empowering students through Prevent delivery.FindingsA disproportionately White profession is acting in what they perceive to be the best interest of their students, while failing to interrogate their own position of power and not creating opportunities to be guided by Muslim voices. As a consequence Muslim students continue to be oppressed.Practical implicationsTeachers can disrupt Prevent Duty while complying with its legal obligations by interrogating their own position of Whiteness. They can work with students to ensure Muslim voices lead discussion around Prevent and the inequality in society that is being reproduced by Prevent Duty.Social implicationsThere is potential for good teaching practice to overcome the structural racism and continued inequality experienced by diverse Muslim communities.Originality/valueThe paper is an accessible application of CRT to Prevent Duty, a resource for teachers, students and activists. It can help in the recognition of the potential for even well-meaning teachers to act in ways that perpetuate inequalities. It provides a clear set of suggestions for teaching practices that can overcome this.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

Anti-racist, anti-gay: a white Evangelical English teacher’s negotiations of her faith and critical inquiry

2021 ◽  
Vol 20 (1) ◽  
pp. 108-123
Author(s):  
Christopher Alan Olshefski
Keyword(s):  
Religious Identity ◽  
Teacher Educators ◽  
English Education ◽  
Religious Faith ◽  
English Teacher ◽  
Critical Inquiry ◽  
Structural Racism ◽  
Content Type ◽  
Teachers And Students ◽  
English Classroom

Purpose The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom. Design/methodology/approach This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching. Findings The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class. Practical implications This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy. Originality/value One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.

A crystallized exposition on Indian Muslims’ attitude and consciousness towards halal

2017 ◽  
Vol 8 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Rajasekhara Mouly Potluri ◽  
Rizwana Ansari ◽  
Saqib Rasool Khan ◽  
Srinivasa Rao Dasaraju
Keyword(s):  
Andhra Pradesh ◽  
Religious Organizations ◽  
Educational Institutions ◽  
Corporate Sector ◽  
Chi Square ◽  
Muslim Students ◽  
Muslim Population ◽  
Content Type ◽  
Chi Square Test ◽  
Muslim Communities

Purpose This study aims to investigate the attitude and consciousness of Indian Muslims toward halal and also to indicate the alertness of Muslim students about halal in their daily life. Design/methodology/approach A total of 500 respondents were selected for the study from the State of Andhra Pradesh in India, by stratified random sampling method; of which 300 were general Muslims and 200 were Muslim students. Self-administrated questionnaire and personal interviews were administered to garner the data, which were analyzed with SPSS (version 21.0) and GRETL, and the research hypotheses were tested with Z-test for proportion and Pearson’s chi-square test. Findings A total of 92 and 98 per cent of respondents from the general Muslim community and Muslim students, respectively, agreed that they do not have proper exposure to halal. In addition, 89 per cent of general Muslims believe that the halal concept is very significant to Muslim consumers as against 95 per cent students. A total of 98 and 96 per cent of the selected two classes of respondents, respectively, are intended to know more about halal. Research limitations/implications The respondents in this research were general Muslims and Muslim students from Andhra Pradesh. The results of this research are, therefore, only applicable to the sampled community. Hence, generalization of the findings to the whole Indian Muslim population or to other areas of Muslim communities should be avoided. Practical implications This research results proffer most precious and ingenious information to the corporate sector, Islamic religious organizations and educational institutions specially involved in formal Islamic education. Based on the snowballing trend of Muslim population from the present 250 million to the whopping 340 million by the end of this century, it is an inspired decision to target this lucrative segment which provide alluring profitability particularly food, cosmetics, medicines, etc., with Halal certified products. Specially, Islamic religious organizations also have an enormous onus to enhance the ken of this community on the matters comprehensively germane to Islam in general and about halal and haram in particular. Originality/value This is the first ingenious effort aimed to investigate the attitude and awareness toward halal among general Muslims and Muslim students. This is a pioneering attempt on halal of Indian Muslims which is lucrative for both corporate sector and to the academia.

A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District

2020 ◽  
Vol 15 (3) ◽  
pp. 285-296
Author(s):  
Abhinandan Kulal ◽  
Anupama Nayak
Keyword(s):  
Teacher Perceptions ◽  
Teaching Practice ◽  
New Technologies ◽  
General View ◽  
Online Classes ◽  
Content Type ◽  
Teachers And Students ◽  
Proper Training ◽  
Traditional Classroom Teaching ◽  
The Impact

PurposeThe study aims at analyzing the perception of teachers and students about online classes. The work tries to explain the opinions of students as regards the impact of online courses, their comfortability in its usag, and the support received from teachers in online classes along with teachers' opinions on efficacy, teaching practice followed and training received for an online class.Design/methodology/approachThe analysis was carried out using the data collected through two separate structured questionnaires for students and teachers in Dakshina Kannada and Udupi District in Karnataka. Data were recorded in SPSS and analyzed by using descriptive statistics.FindingsThe study reveals that students are comfortable with online classes and are getting enough support from teachers but they do not believe that online classes will replace traditional classroom teaching. It also finds that teachers are facing difficulties in conducting online classes due to a lack of proper training and development for doing online classes. Technical issues are the major problem for the effectiveness of the online classes.Practical implicationsMost of the colleges think of implementing online classes in their courses. Hence, it becomes essential to obtain the opinions of participants of online classes before applying for it. This study may help colleges to get a general view of online classes among teachers and students.Originality/valueInternet and new technologies gained importance in all fields including the education sector which gave scope for online classes. In addition to this, the COVID pandemic worldwide has also added to the relevance of online classes. In this light, it is necessary to understand student–teacher perceptions regarding online classes.

Muslim attitude and awareness towards Istihalah

2012 ◽  
Vol 3 (3) ◽  
pp. 244-254 ◽  
Author(s):  
Aadam T. Aris ◽  
Norhaznee M. Nor ◽  
Noor A. Febrianto ◽  
K.V. Harivaindaran ◽  
Tajul A. Yang
Keyword(s):  
Sampling Technique ◽  
Male Students ◽  
Future Research ◽  
Muslim Community ◽  
Muslim Students ◽  
Content Type ◽  
New Information ◽  
Muslim Communities ◽  
The University ◽  
Malaysian Students

PurposeThe purpose of this study is to investigate the attitude and awareness towards Istihalah of Muslim Malaysian students in Universiti Sains Malaysia, Penang. This study aims to indicate the alertness of Muslim students about Istihalah in their daily life.Design/methodology/approachA total of 450 students from the university were selected using a stratified random sampling technique. The self‐administered questionnaire focused on attitude and awareness towards Istihalah and their interest to learn more about Istihalah.FindingsA total of 99.1 percent of respondents agreed that the Muslim community lack of exposure about the Istihalah concept. Male students are more agreeable than female students (100.0 percent vs 98.2 percent). More than 94.7 percent of the respondents believe that Istihalah concept is very important to Muslim consumers. A total of 100.0 percent of the respondents are interested to know more about Istihalah.Research limitations/implicationsThe respondents in this research were Muslim students in Universiti Sains Malaysia. The results of this research are only applicable to the subjected community. Therefore, any generalization of the findings on the whole or other Muslim communities should be avoided.Originality/valueThis paper is the first paper produced to investigate the attitude and awareness towards Istihalah among Muslim students, not only in Universiti Sains Malaysia, Penang but also the Muslim community as a whole. This paper will provide new information on the attitude and awareness of students towards Istihalah and the product of Istihalah as there no records on the matter prior to this. It will also be the pioneer to future research on this matter.

Reversing the gaze on race, social justice, and inclusion in public librarianship

2021 ◽  
pp. 1-16
Author(s):  
Amber Matthews
Keyword(s):  
Critical Race Theory ◽  
Public Libraries ◽  
Public Library ◽  
Structural Racism ◽  
The Public ◽  
Race And Class ◽  
The Gaze ◽  
Socially Constructed ◽  
Historical Times ◽  
Diversity Studies

While contemporary revisionist narratives frame the public library as a benevolent and neutral community resource, it has existed for over two centuries and has a deeply shaded past. Particularly, public libraries played key roles in projects tied to the industrialist mission of states and the education of select social groups during key historical times. In no uncertain terms, these were inherently racist and colonial projects in which libraries helped proffer socially constructed and politically motivated ideas of race and class. This work draws on relevant and important work in anti-oppression studies, Black studies, critical diversity studies, and Critical Race Theory (CRT) to trouble contemporary revisionist perspectives in public librarianship to show how they further entrench monocultural normativity and structural racism. It also draws on scholarship in anti-racism studies to reimagine possibilities for public librarianship that genuinely reflect its core values of equity and justice.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

Equity and justice for all

2017 ◽  
Vol 16 (3) ◽  
pp. 331-346 ◽  
Author(s):  
Valerie Kinloch ◽  
Kerry Dixon
Keyword(s):  
Critical Race Theory ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Pedagogical Practices ◽  
Political Climate ◽  
Critical Whiteness Studies ◽  
Content Type ◽  
Post Secondary ◽  
Black And White ◽  
Urban Teacher

Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices. Findings Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate. Research limitations/implications In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions. Originality/value Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chandler Puhy ◽  
Nalini Prakash ◽  
Clarissa Lacson ◽  
Joke Bradt
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Mixed Methods Study ◽  
Student Diversity ◽  
Content Type ◽  
Knowledge And Skills ◽  
Teaching Competence ◽  
Quantitative Results ◽  
K 12

Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

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