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"Immigrants Education Great Britain."
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Brokering Britain, educating citizens : exploring ESOL and citizenship
\"This book is a detailed examination of citizenship and English for Speakers of Other Languages (ESOL) in the UK. It draws attention to the crucial role of teachers as mediators between policy and the needs of adult migrant students. The book links together pedagogy and theory with the practical concerns of ESOL teachers and students\"-- Provided by publisher.
Book
Brokering Britain, Educating Citizens
This bookaddresses the politically charged issue of citizenship and English language learning among adult migrants in theUK. Whilst citizenship learning is inherent inEnglish for Speakers of Other Languages (ESOL), the bookargues that top-down approaches and externally-designed curriculaare not a productive or useful approach.Meaningful citizenship education in adult ESOL is possible, however, if it brings social and political content centre-stage alongside pedagogy which develops the capabilities for active, grassroots, participatory citizenship. The chapters deliver adetailed examination of citizenship and ESOL in the UK. They addressa range of community and college-based settings and the needs and circumstances of different groups of ESOL students, including refugees, migrant mothers, job seekers and students with mental health needs. The book draws attention to the crucial role of ESOL teachers as 'brokers of citizenship' mediating between national policy and the experiences and needs of adult migrant students. The book links together language pedagogy and citizenship theory with the practical concerns of ESOL teachers and students.
eBook
Teacher collaboration and talk in multilingual classrooms
Inhalt: Introduction -- Theoretical and methodological frameworks -- Policy into practice -- Teachers in multilingual mainstream classrooms: enacting inclusion -- Teachers talking. the discourses of collaborating teachers -- The discursive positionings of teachers in collaboration -- Teacher collaboration in support and withdrawal modes -- Teaching partnerships -- Content based language learning and language based content learning. learning a secondary language in the mainstream -- Bilingual teachers and students in secondary school classrooms. using Turkish for curriculum learning -- Mediating allegations of racism. bilingual EAL teachers in action -- Conclusion.
eBook
Lives in Translation
InLives in Translation, Kathleen Hall investigates the cultural politics of immigration and citizenship, education and identity-formation among Sikh youth whose parents migrated to England from India and East Africa. Legally British, these young people encounter race as a barrier to becoming truly \"English.\" Hall breaks with conventional ethnographies about immigrant groups by placing this paradox of modern citizenship at the center of her study, considering Sikh immigration within a broader analysis of the making of a multiracial postcolonial British nation. The postwar British public sphere has been a contested terrain on which the politics of cultural pluralism and of social incorporation have configured the possibilities and the limitations of citizenship and national belonging.
Hall's rich ethnographic account directs attention to the shifting fields of power and cultural politics in the public sphere, where collective identities, social statuses, and cultural subjectivities are produced in law and policy, education and the media, as well as in families, peer groups, ethnic networks, and religious organizations.
Hall uses a blend of interviews, fieldwork, and archival research to challenge the assimilationist narrative of the traditional immigration myth, demonstrating how migrant people come to know themselves and others through contradictory experiences of social conflict and solidarity across different social fields within the public sphere.Lives in Translationchronicles the stories of Sikh youth, the cultural dilemmas they face, the situated identities they perform, and the life choices they make as they navigate their own journeys to citizenship.
eBook
Resistance in a hostile environment. Subnormal
In these two gripping documentaries, Academy Award winner Steve McQueen collaborates with some of the UK's most exciting factual filmmakers. Black Power is a searing account of how members of the British Black Power movement challenged racism in the 1960s. And Subnormal reveals how black children in the 1960s and '70s were routinely sent to schools for the educationally subnormal, and how parents, activists and teachers came together to fight this injustice. Powerful and timely, these three stories chart seismic events that helped shape modern society.
Streaming Video
\I Didn’t Have the Luxury to Wait\: Understanding the University-to-Work Transition among Second-Generations in Britain
Second-generations—children of immigrants—experience particular university-to-work transitions in the UK, including precarious entry into the labour market This article examines the importance of intersecting social divisions, such as gender and ethnicity to these transitions, and also explores complexities within long-term economic progression. By comparing the educational achievement and labour market integration of British-born female graduates from one of the largest— Pakistani—and newly settled—Algerian—migrant groups and by focusing on long-term progression from the first job postgraduation to the most recent one. Using repeat semi-structured interviews with twelve British Pakistani and Algerian female graduates, this article produces a fine-grained analysis of key academic and economic stages. It reveals how the contextualised impact of intersecting social divisions—social class, ethnicity, as proxy for culture and religion, and gender— and the ability to maximise and increase one’s identity capital i prove employability, transforming initial disadvantages into pathways for success.
Journal Article
Teaching in Multiracial Schools
Originally published in 1976. This book helps beginning and practising teachers to operate effectively in multiracial schools; its emphasis is on practical guidance for the classroom. It presents a review of the salient features of teaching in multiracial schools, comprising a brief description of the three largest ethnic minority groups; a selected list of studies related to the assessment of ability and achievement; language difficulties, specifically for West Indian, Asian and Chinese pupils, and for second-stage immigrant learners.
1. Introduction 2. A Brief Description of the Three Largest Minority Ethnic Groups in Britain 3. Assessment of Ability and Attainment 4. Language Difficulties 5. Other Aspects of the Teacher’s Task 6. The Teacher’s Contribution Towards Education for a Multicultural Society
eBook
Eugenic Ideas, Political Interests, and Policy Variance: Immigration and Sterilization Policy in Britain and the U.S
A burgeoning literature in comparative politics has sought to incorporate ideas into political analysis. In this article the authors categorize the main ways in which this incorporation has occurred—ideas as culture, ideas as expert knowledge, ideas as solutions to collective action problems, and ideas as programmatic beliefs—and explicate the different assumptions about causality and the permanence of ideas implied by these different frameworks. This theoretical exercise is then applied to an empirical examination of eugenic ideas about sterilization and immigration and their influence on public policy in Britain and the United States between the world wars. Given that ideational ideas were (broadly) equally powerful in both countries, the cases provide a basis for shedding light on when and how extant ideational frameworks influence public policy. Employing primary sources the authors conclude that ideas remain powerful expressions of societal interests but depend upon key carriers to realize such expressions.
Journal Article
An Examination of Ethnic Hierarchies and Returns to Human Capital in the UK
This article focuses on the returns to human capital of migrants and minorities in the UK. The question of whether skills and qualifications are properly utilized is very pertinent given the global competition for skilled migrants and the aim of European and British markets to attract such workers. Using data from Understanding Society (2009 to 2017) we find that there is a clear evidence of ethnic hierarchies with black Caribbean and black African minorities generally most disadvantaged, while other white UK-born have the best outcomes compared to the white British. Western migrants generally do very well, but new EU migrants have high levels of employment, and low returns to their qualifications and relatively high levels of over-qualification. Foreign qualifications are generally discounted, and more so for migrants with less certain legal status or low language skills. Public sector employment plays an important role and is associated with the higher economic placement of migrants and minorities in the UK. There are some worrying trends however. Highly skilled migrants, particularly black migrants as well as those from Eastern Europe, come in with high qualifications, but their jobs do not match their skill levels.
Journal Article