scholarly journals Addressing Radicalisation into the Classroom - A New Approach to Teacher and Pupil Learning

2015 ◽  
Vol 2 (2) ◽  
pp. 20 ◽  
Author(s):  
Jane Reeves ◽  
Alamgir Sheriyar
Keyword(s):  
Young People ◽  
Secondary School ◽  
Professional Training ◽  
Small Scale ◽  
New Approach ◽  
School Settings ◽  
The Social ◽  
Pupil Learning ◽  
The Many ◽  
The Uk

<p>This article examines one response to the UK Government’s directive that radicalisation and extremism should be tackled in all UK secondary schools. The small scale study is set in the broader literature of teaching often difficult Personal, Social and Health Education (PSHE) topics to young people in secondary school, and also the use of simulations as tools for learning in the classroom. It analyses the responses of teachers to being trained with, and using, ‘Zak’ a bespoke research-based simulation on the radicalisation process. An analysis of the teachers’ responses indicated recognition that the principles of adults manipulating children, whether for sexual gratification or radicalisation, are considered to be very important topics for staff working with young people in school settings to address. It was also recognised as  a flexible learning tool enabling various pathways to be explored with young people in lessons, addressing the many aspects of e-safety, not just radicalisation. Additionally, the teachers remarked that the social media ‘Facebook’ format of the simulation was appreciated by the young people, and this appeal resulted in their immersion with it as a teaching aid. The comprehensive delivery of the ‘Zak’ package into schools was also significant.  Staff reported that the inter-professional training delivered by specialist police trainers, and the accompanying materials, enhanced the learning and confidence of the teachers on this multi-faceted and complex topic.</p>

Dal bambino libero all'uomo autonomo: educare alla scelta attraverso il metodo Montessori

2020 ◽  
pp. 329-341
Author(s):  
Grazia Romanazzi
Keyword(s):  
Young People ◽  
Secondary School ◽  
Modern Society ◽  
Educational Needs ◽  
Educational Process ◽  
School Grades ◽  
The Social ◽  
Montessori Method

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

scholarly journals Inclusive school practices supporting the primary to secondary transition for autistic children: pupil, teacher, and parental perspectives

2018 ◽  
Vol 4 (4) ◽  
pp. 184-196 ◽  
Author(s):  
Keri Hoy ◽  
Sarah Parsons ◽  
Hanna Kovshoff
Keyword(s):  
Young People ◽  
Secondary School ◽  
School Transition ◽  
Effective Practices ◽  
Small Scale ◽  
Autistic Children ◽  
Content Type ◽  
Secondary School Transition ◽  
Practical Implications

Purpose The primary to secondary school transition can have a significant and long-lasting impact on young people. Autistic children are particularly vulnerable to negative transition experiences; however, there is a lack of research examining effective practices and provision for these pupils. This case study involves a mainstream secondary school in the South of England, which has a dedicated Learning Support base. The purpose of this paper is to collect qualitative data on experiences of the primary to secondary school transition from multiple stakeholders. Design/methodology/approach A photovoice activity followed by a semi-structured interview was conducted with five autistic pupils aged 12–16 years; semi-structured interviews were also carried out with six parents and four teachers. Findings Five key themes emerged from the data in relation to effective practices: inclusion, child-centred approach, familiarisation, visual supports and communication and consistency. Research limitations/implications As a small-scale case study, there are limitations regarding generalisation. However, this research illuminates transition practices that are experienced as effective by autistic children, their families and teachers. Practical implications Practical implications related to each of these themes are highlighted. These implications are important in the context of the mandatory responsibilities of schools in England to include the voices of children and young people with special educational needs in decisions about their education. Originality/value The findings challenge a rights-based approach to inclusion and illustrate the importance of a needs-based approach which appropriately recognises and understands what autism means for children, their families and the teachers who support them.

scholarly journals ‘Remembrance isn’t working’: First World War battlefield tours and the militarisation of British youth during the centenary

Childhood ◽  
2020 ◽  
Vol 27 (3) ◽  
pp. 383-398
Author(s):  
Catriona Pennell
Keyword(s):  
Young People ◽  
Secondary School ◽  
Empirical Research ◽  
First World War ◽  
State School ◽  
World War ◽  
Educational Initiative ◽  
The First World War ◽  
The Uk ◽  
First World

Between 2014 and 2019, secondary school pupils from every state school in England were given the opportunity to visit the battlefields of the Western Front as part of the UK government’s flagship educational initiative to mark the centenary of the First World War. Based on empirical research conducted with pupil participants on the First World War Centenary Battlefield Tours Programme, this article explores the processes of militarisation present within these tours as well as the way young people participated in and made sense of these practices.

Are There too Many Graduates in the UK?

2004 ◽  
Vol 18 (4) ◽  
pp. 243-254 ◽  
Author(s):  
Tamsin Bowers-Brown ◽  
Lee Harvey
Keyword(s):  
Higher Education ◽  
Young People ◽  
Secondary School ◽  
Knowledge Economy ◽  
White Paper ◽  
Ongoing Debate ◽  
Annual Increase ◽  
The Future ◽  
The Uk

The recent White Paper, The Future of Higher Education, and the annual increase in the number of young people achieving passes at A-level (the final secondary-school examinations) have fuelled an ongoing debate on whether too many people are now entering higher education in the UK. At the centre of the ‘too many graduates’ argument is the issue of employability: is the nation producing enough graduates to meet the needs of the knowledge economy or is there an abundance of graduates in the workplace who do not need degrees to do their jobs? This article identifies key arguments in the increasing participation and employability debate.

Festival connections

2016 ◽  
Vol 7 (3) ◽  
pp. 172-187 ◽  
Author(s):  
Niki Black
Keyword(s):  
Social Impact ◽  
Social Sustainability ◽  
Rural Landscape ◽  
Small Scale ◽  
Content Type ◽  
Study Approach ◽  
Grounded Theory Method ◽  
The Social ◽  
Culture Heritage ◽  
The Uk

Purpose The purpose of this paper is to examine the contribution of small-scale, rural festivals to the social sustainability of their host communities. Small-scale, community originated festivals proliferate the rural landscape throughout the UK and yet despite this, festival research has focussed predominantly on large, urban events and on their economic impact (Wood, 2009; Gibson and Connell, 2011). This paper seeks to address the perceived research gap by examining these events through a lens of social sustainability. Design/methodology/approach The research uses a case study approach focussed on four festivals in Northumberland, UK. Individual interviews and focus groups were conducted with festival organisers, key figures and visitors. Following a constructivist grounded theory method four principle indicators were identified to determine festival contribution to community social sustainability. These indicators are: contribution to community pride and localness, enhancement of knowledge and understanding, contribution to the continuity of local culture and enablement of networks of connectivity. Findings The findings demonstrate the networks of connections which festivals enable between the culture, heritage and people (individuals and groups) of a place. By focussing on four indicators the paper shows the social impact of connections through the festival processes and content. The paper argues that small-scale festivals in rural locations can contribute to social sustainability if they demonstrate a balance of both consistency and innovation and accessibility and openness within the locale. Originality/value This paper addresses the gap in social impact research into rural festivals and presents an original approach to identify festival impact on community social sustainability.

Social Pedagogy: What Questions Can We Ask About Its Value and Effectiveness?

2011 ◽  
Vol 36 (4) ◽  
pp. 187-198 ◽  
Author(s):  
Claire Cameron
Keyword(s):  
Young People ◽  
Professional Practice ◽  
Cultural Context ◽  
Children And Families ◽  
Public Care ◽  
The United Kingdom ◽  
Social Pedagogy ◽  
The Social ◽  
The Uk ◽  
Cross National

Social pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the social pedagogic approach. Using findings from cross-national studies, I argue that there are various problems with measuring the ‘effectiveness’ of social pedagogy, but that in countries where social pedagogy is well established and supported by a policy and cultural context, its role in supporting children and families is highly valued. I conclude by considering some implications for the introduction of social pedagogy into the UK.

scholarly journals “If He/She Had Been Like the Rest of Us”. How Do Young People Describe Their Schoolmates Who Are Different from Others in the Group?

2018 ◽  
Vol 7 (6) ◽  
pp. 1
Author(s):  
Minna Saarinen ◽  
Satu Mattila
Keyword(s):  
Young People ◽  
Secondary School ◽  
Peer Interactions ◽  
Leisure Activities ◽  
Technical Institute ◽  
School Year ◽  
The Social ◽  
Upper Secondary ◽  
The Family ◽  
Upper Secondary Schools

The article examines issues related to peer interactions and group joining in upper secondary schools in Finland. The study elaborates on how young people describe students who are left out/excluded or who remain outside the social networks. The study also elucidates on how a student can join the group. The research is motivated by the current educational ethos, which emphasizes inclusion and tolerance. The data were collected from an upper secondary school and vocational and technical institute. The students were asked to recall the prior high school year and write an essay on the topic. A total of 49 students wrote about their memories. The data were analyzed using inductive content analysis, and the study found that students are either excluded or included due to the social skills they possess. Those who do not exhibit the same approach to being in a group will stay on the sidelines. The essays also described factors that connect students, such as hobbies and leisure activities. Similarity in many external factors (e.g., the family&rsquo;s economic situation) unites students. Contrary to expectations, young people described themselves, and not just others, as outsiders.

Building Alliances

2017 ◽  
Author(s):  
Felix L. Armfield
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Professional Training ◽  
Migrant Population ◽  
Settlement Houses ◽  
Urban League ◽  
The Social ◽  
Black Social Workers ◽  
History Of ◽  
The Many

This chapter traces the history of the National Urban League with a specific focus on Eugene Kinckle Jones's leadership. It covers the decade of the 1920s and the many issues that Jones and his contemporaries confronted, as social workers faced the dual challenge of adjusting their tactics to meet the growing needs of a black migrant population and establishing themselves as professionals. Ultimately, the duties of black social workers and the aims of the NUL included evaluating and reviewing settlement houses, in addition to other specific concerns of migrating blacks. Here, Jones made headway for the social-work movement by establishing professional training for black social workers, tackling the problem of housing to cope with the influx of black migrants from the South—among many other efforts on behalf of black social workers, which eventually made him one of the prominent social workers in America..

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