Institutional Issues: Pupils, Schools and Teacher Education (Education, Culture and Values)

Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Contributors......Page 9
Editors’ Foreword......Page 11
Part One Pupils and Teachers......Page 12
1 Understanding the Diversity of Diversity......Page 13
Notes......Page 23
References......Page 24
‘How shall we educate Aboriginal people?’......Page 25
Different policies, unchanged values......Page 26
Dilemmas for teacher-educators......Page 30
Students’ responses......Page 32
Six months later: daily realities......Page 36
Conclusion......Page 38
References......Page 39
Custodial orientation......Page 41
Some research findings......Page 42
The study......Page 43
Results......Page 44
Discussion......Page 46
References......Page 48
Introduction......Page 50
Historical background: the growth of communal education frameworks......Page 52
The children’s society—local framework to regional association......Page 54
Children’s societies as the basis of kibbutz youth movements: from separate units to nationwide affiliation......Page 56
Education for work as a children’s society activity......Page 57
Integrating outside children and youth groups......Page 58
1 Education of the individual child as a point of departure......Page 60
2 Educational environment, educational teaching and close, continuous community links......Page 61
4 Combining studies, formal and nonformal, with social life and work......Page 62
6 The democratic school—student and teacher autonomy......Page 63
1 Nonformal social education in the school and outside it......Page 64
5 Children’s and youth societies: a school or community responsibility......Page 65
10 Protecting insiders or opening up......Page 66
References......Page 67
The ‘invention’ of adolescence—Jean Jacques Rousseau......Page 69
Twentieth-century developments— G.Stanley Hall......Page 70
Adolescent girls......Page 71
Adolescence and education in Japan......Page 72
The values of persistence, endurance and cooperation in Japan......Page 74
The education of girls in Saudi Arabia......Page 75
Adolescence and education in Arab-Israel......Page 77
Personal and moral values in five countries......Page 78
Comparative themes......Page 79
Comparative values......Page 80
The holding of values......Page 82
References......Page 84
Part Two Institutional Issues......Page 86
6 Governing Institutions in Contexts of Cultural Diversity......Page 87
Intermediary institutions for a civil society......Page 88
Institutional structures for counterbalancing state and society......Page 89
Codes of civility......Page 90
Civil society and the governance of education......Page 91
School A......Page 92
School B......Page 93
School C......Page 95
The processes of governance......Page 97
Achieving shared values through governance......Page 98
Notes......Page 99
References......Page 100
7 Race Awareness and School Ethos: Reflections on School Management Issues......Page 102
Teacher attitudes......Page 103
Behaviour in school......Page 105
Staff development: in-service education......Page 106
Staff appointments......Page 108
Raising achievement......Page 109
Home-school links......Page 111
Reflection......Page 112
References......Page 115
Introduction......Page 116
Understanding parents’ contributions to the development of their children’s values......Page 119
Supporting parenting......Page 122
The school’s contribution......Page 124
Possible ways forward......Page 126
References......Page 128
Introduction......Page 129
Defining racist bullying......Page 130
Individual and collective racist bullying......Page 131
Institutional racist bullying......Page 135
Important foundational issues......Page 137
Discussion: effective ways to deal with racist bullying......Page 138
Notes......Page 141
References......Page 143
10 Whose Knowledge? Values Education across National Boundaries......Page 147
References......Page 158
Introduction......Page 160
Different ethical positions......Page 161
Professional ethics for teachers......Page 164
Ethics in the curriculum: a case study......Page 167
Conclusion......Page 171
References......Page 172
What is multi-cultural education?......Page 174
What are the aims of multi-cultural education?......Page 175
Government legislation......Page 176
Honeyford’s criticisms......Page 179
Answers to the criticisms......Page 180
Cultural education......Page 181
Pastoral education......Page 182
Religious education......Page 183
Political education......Page 185
Mathematics......Page 186
Conclusions......Page 187
Notes......Page 188
References......Page 189
Introduction......Page 191
Education and culture......Page 192
Guiding assumptions......Page 194
The experience of one community......Page 196
Technical assistance......Page 199
Strengthening the infrastructure......Page 200
Articulation, detracking, and data disaggregation......Page 201
Broadening the base of support......Page 205
References......Page 207
The nature of values, beliefs and attitudes......Page 208
The nature of belief......Page 213
The nature of attitudes......Page 216
Values in school......Page 217
The aims of education: values embodied......Page 222
Concluding note......Page 226
References......Page 228
Introduction......Page 230
Contextual or specific......Page 231
Proactive and reactive......Page 232
Teaching behaviour......Page 235
The wider behaviour curriculum......Page 236
Values in the whole school curriculum......Page 238
Conclusion......Page 239
References......Page 240
Values in educational politics and society......Page 242
Values in educational policy......Page 244
Values in school provision and practice— issues from research......Page 249
Values statement......Page 251
Values education in the curriculum and life of the school......Page 253
Taking values education forward......Page 254
Continuing challenges......Page 255
Role of the head......Page 256
Teachers: professional and personal issues......Page 257
Training......Page 261
The role of research......Page 262
References......Page 263
Part Three Teacher Education......Page 266
Introduction......Page 267
The components of intercultural training......Page 270
Theoretical foundations......Page 271
The exploration of a foreign society......Page 272
Intervention projects......Page 274
Obstacles to intercultural training......Page 276
Teachers’ initial training......Page 279
Notes......Page 281
References......Page 282
Introduction......Page 287
The recent historical context: ‘pupils with problems’, curriculum alternatives and teacher education......Page 288
The pastoral curriculum for pupils with problems......Page 292
A curriculum alternative: justification and rationale......Page 296
References......Page 297
19 Crass Materialism: A Crucial Value Education Issue......Page 300
Review of the empirical literature regarding crass materialism......Page 301
Review of crass materialism from the scriptures of various world religions......Page 302
Subjects......Page 303
Instruments......Page 304
Procedures......Page 306
3. Moral judgement interview (MJI)......Page 307
6. Informants’ Belk scales......Page 308
8. The post-materialist value index......Page 309
9. Cheque book questionnaire......Page 310
Conclusion......Page 311
References......Page 312
20 Seeking a Value Consensus for Education......Page 315
A climate of values in confusion......Page 316
Are we past the eleventh hour?......Page 317
The political climate......Page 318
Negotiating a framework......Page 319
An audit by teachers......Page 322
Philosophical reflections......Page 323
1. Presuppositional betting......Page 324
2. Capacity and commitment......Page 325
3. Outcomes discourse......Page 326
4. The challenge of cultural pluralism......Page 328
References......Page 329
Introduction......Page 331
Stages in the project......Page 332
Classroom Practice......Page 333
School Planning......Page 334
Timeline for the trial......Page 335
Stage 1: awareness raising......Page 336
Stage 2: writing a draft process package......Page 338
Stage 4: introductory meetings......Page 339
Stage 6: facilitated workshop 1......Page 341
Stage 7: intermediary work by the School Values Planning Team......Page 342
Stage 8: facilitated workshop 2......Page 343
Stage 9: final report......Page 346
Reflections on the trial......Page 348
How did you identify the current situation in relation to a values dimension within your school?......Page 350
How did you identify the key areas and develop the strategies to implement the School Values Statement explicitly into your school planning?......Page 351
Briefly describe some of the highlights of the trial......Page 352
What effects, if any, has the trial had on your school community to date?......Page 353
Acknowledgements......Page 354
Notes......Page 355
Additional note......Page 356
Index......Page 357