scholarly journals A moral education? British Values, colour-blindness, and preventing terrorism

2021 ◽  
pp. 026101832199892
Author(s):  
Christine Winter ◽  
Charlotte Heath-Kelly ◽  
Amna Kaleem ◽  
China Mills
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Recent Work ◽  
Moral Education ◽  
Education Sector ◽  
Structural Racism ◽  
Individual Interviews ◽  
Colour Blindness ◽  
British Education

The Prevent Strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers and Prevent/British Values trainers engage with this curriculum by conducting individual interviews in two multicultural secondary schools in England, framing the study in recent work on colour-blindness. We found that whilst multiculturalism was celebrated, discussion about everyday structural racism was avoided. Critical thinking was performed strategically, and classrooms were securitised as sites for identifying potential safeguarding referrals. Moral education, colour-blindness and safeguarding intersected to negate racialised experiences, whilst exposing students and teachers to racialised Prevent referrals.

scholarly journals “System Conditions”, System Failure, Structural Racism and Anti-Racism in the United Kingdom: Evidence from Education and Beyond

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 42
Author(s):  
Paul Miller
Keyword(s):  
United Kingdom ◽  
Education Sector ◽  
The Other ◽  
System Failure ◽  
Structural Racism ◽  
The United Kingdom ◽  
Other Hand ◽  
Number Of Factors ◽  
The One

Racism in any society is fuelled by a number of factors, often acting independently of each other, or, at times, in concert with each other. On the one hand, anti-racism efforts rely on the alignment of four “system conditions” to stand a chance of successfully engaging and tackling racism. On the other hand, where these “system conditions” are not present, or where they are not in sync, this leads to “system failure”—a situation where racism is writ large in society and in the institutions therein, and where anti-racism efforts are severely hampered. Drawing on evidence from within the education sector and elsewhere in UK society, this paper examines how a lack of alignment between “system conditions” hampers antiracism efforts, and simultaneously reinforces racism in society and in institutions—leading to gridlock or “system failure” around anti-racism.

scholarly journals The Perceptions of Teachers at the Secondary Schools in Bani Obaid District at Irbid City for their Schools by Considering the Schools as Learning Organizations: تصورات معلمي المرحلة الثانوية في لواء بني عبيد بمدينة إربد لمدارسهم كمنظمات متعلمة

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Asem Abdullah Al-Essa
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Mental Models ◽  
Learning Organizations ◽  
Years Of Experience ◽  
Male And Female ◽  
The Third ◽  
Female Teachers ◽  
General Performance ◽  
Perceptions Of Teachers

This study investigates the perceptions of teachers at the secondary schools in Bani Obaid district at Irbid city for their schools by considering the schools as learning organizations. This study discovers the differences in participant responses that are related to their perceptions by considering the schools as educated organizations based on the following factors: gender, qualifications, and years of experience. To achieve the objectives of the study, the researcher follows the descriptive methodology by preparing a questionnaire which includes (35) parts. The sample of the study consists of (250) male and female teachers in the secondary schools at Bani Obaid district. They were collected randomly from the total number of teachers in that district which is (413). They represent (60%) of the teachers in the district. The perceptions of the teachers of the secondary schools at Bani Obaid district at Irbid city for their schools as educated organizations got (5,64) for the highest average based on the general performance using the tool. The results based on the scopes of the study are as the following: working as a team got the highest average (3.91). The followed scope is the mental models (3.66). The third one is related to the personal ability with average (3.91) then the collective vision with average (3.50) and lastly, the critical thinking with average (3.49). There were not much significant statistical differences in level (α≤0.05) in the sample responses which are related to the study scopes and tool based on the sex and years of experience in addition to (collective vision and personal ability) dimensions based on the qualification. There were significant statistical differences in level (α≤0.05) in the sample responses which are related to the scopes of (collective vision, mental models and teamwork) based on the qualification dimension specially the bachelor degree. Based on the results of the research, the researcher recommends providing financial and moral incentives for the distinguished secondary schools to apply the principles of the educated schools.

Reinforcing information literacy development through a subject-focused resource-based project

2016 ◽  
Vol 50 (4) ◽  
pp. 386-398
Author(s):  
Halida Yu ◽  
A. Abrizah ◽  
Rafedzi E.R.K ◽  
Siti Nurul Maryam Abdullah
Keyword(s):  
Secondary Schools ◽  
Information Literacy ◽  
Literacy Development ◽  
Learning Experience ◽  
Information Gathering ◽  
Individual Interviews ◽  
School History ◽  
Student Focus ◽  
Teachers And Students ◽  
Group Interviews

This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.

Deschooling multiculturalism

Ethnicities ◽  
2019 ◽  
Vol 19 (6) ◽  
pp. 971-982 ◽  
Author(s):  
Will Kymlicka
Keyword(s):  
Recent Work ◽  
Constitutional Patriotism ◽  
Theory To Practice ◽  
Colour Blindness ◽  
Civic Nationalism

In recent work, Geoffrey Brahm Levey has argued that we can distinguish various schools of multiculturalism on the basis of their methodology (in particular, how they relate theory to practice), and their substantive normative commitments (in particular, their normative commitments regarding liberalism and nationalism). In this article, I offer some reservations about Levey’s analysis. I suggest instead that the various authors Levey discusses in fact share a surprisingly similar diagnosis and remedy. They all seek to expose the selectivity in liberals’ self-understanding of core liberal concepts such as impartiality, colour-blindness, equality, anti-discrimination, secularism, citizenship, civic nationalism, or constitutional patriotism. This selectivity operates in a way that impugns minority claims as always already sectarian, partial and exceptional, while rendering majority claims as always already universal, impartial, and normal. And these authors also broadly agree on the proper remedy to this bias, which is not to reject these core liberal values, but to reinterpret them in a more even-handed way. I offer several examples of how this shared mode of argument is found across the different authors that Levey identifies, and how Levey's attempt to put authors into distinct schools is potentially distorting.

scholarly journals ABOUT THE INTRODUCTION OF VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES IN SCHOOLS

2021 ◽  
Vol 73 (1) ◽  
pp. 190-197
Author(s):  
S.M. Sarsimbayeva ◽  
◽  
M.U. Mukasheva ◽  
U.V. Kornilov ◽  
A.A. Omirzakova ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Educational Process ◽  
Education Sector ◽  
Research Results ◽  
Virtual And Augmented Reality

The article considers the factors contributing to the introduction of virtual and augmented reality technologies in the schools. Among the factors mentioned are: the emergence of large companies, the growth of investment in the industry. These factors contributed the emergence of large number of virtual and augmented reality software, lower prices for infrastructure. Another factor was the understanding of the market, how to use VR/AR technologies in education, the psychological readiness of the education sector to implement these technologies. The article also notes the unsolved problems in the implementation of these technologies, such as the lack of methods for implementing these technologies in the school educational process, the lack of a methodology for justifying the use of VR/AR technologies as a modern means of teaching and learning in secondary schools. The obtained research results help to contribute to solving problems of digitalization in the field of education.

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