The Ethnic Crucible (RLE Edu J) : Harmony and Hostility in Multi-Ethnic Schools

Gajendra (University of Manchester Verma

ISBN 10: 0415694574 / ISBN 13: 9780415694575

Published by Taylor & Francis Ltd Dez 2011, 2011

About this Item

Neuware - Many schools in developed countries have children and adolescents from a variety of ethnic, linguistic, religious and cultural backgrounds. They relate to each other in various degrees of encounter that range from harmony to hostility. The issue of how a school can foster inter-ethnic relationships and challenge the manifestations of bad relationships cannot of course be divorced from tensions and inequalities in the wider society. This book focuses on ways in which schools might make a difference to the quality of such relationships within their walls. It has sought to do this by studying nine secondary schools in some depth: their organisation, structures and interactive processes: and the experiences, attitudes and behaviour of students and their teachers. The research on which the book is based has also yielded data on the influence of policy and procedure in schools on relationships.

Seller Inventory # 9780415694575

Bibliographic Details

• Title: The Ethnic Crucible (RLE Edu J) : Harmony and Hostility in Multi-Ethnic Schools
• Publisher: Taylor & Francis Ltd Dez 2011
• Publication Date: 2011
• Language: English
• ISBN 10: 0415694574
• ISBN 13: 9780415694575
• Binding: Buch
• Condition: Neu
• Dimensions: 234W x 156H x 0D millimeters 234 millimeters width by 156 millimeters height by 0 millimeters depth
• Weight: 520 grams

About this title

Synopsis

Many schools in developed countries have children and adolescents from a variety of ethnic, linguistic, religious and cultural backgrounds. They relate to each other in various degrees of encounter that range from harmony to hostility. The issue of how a school can foster inter-ethnic relationships and challenge the manifestations of bad relationships cannot of course be divorced from tensions and inequalities in the wider society. This book focuses on ways in which schools might make a difference to the quality of such relationships within their walls. It has sought to do this by studying nine secondary schools in some depth: their organisation, structures and interactive processes: and the experiences, attitudes and behaviour of students and their teachers. The research on which the book is based has also yielded data on the influence of policy and procedure in schools on relationships.

About the Author

Gajendra Verma, Paul Zac, George Skinner