UID:
almafu_9958261601302883
Umfang:
1 online resource (415 pages) :
,
illustrations
Ausgabe:
1st ed. 2017.
ISBN:
94-6351-080-X
Inhalt:
This book combines history, sociology, psychology and educational policy in research on a 40-year, crucial phase of development of ethnic identity, ethnic relations and educational and social policies for children in England, from pre-school to secondary school. The authors show how nursery children of different ethnicities interact in beginning their identity journeys in a culture of both inequality, and evolving ethnic relationships and patterns of harmony, in Britain’s developing multicultural society. In looking at self-concept development in secondary school children through the lens of various kinds of child maltreatment, Alice Sawyerr and Christopher Bagley argue that ethnic minority children are psychological survivors, and African-Caribbean girls especially are making strong identity steps – it is the “poor whites” who will make up the precariat, the reserve army of labour, who are left behind in structures of inequality.
Anmerkung:
Preliminary Material -- African and Russian Journeys -- Social Class, Ideology and Identity -- Critical Realism and Dialectical Critical Realism -- Child-Centred Humanism (CCH) -- Equality and Ethnicity in England 1968 To 2008 -- Ethnicity, Gender and Identity -- A Critical Realist Case Study of a Multi-Ethnic, Inner City Day Nursery -- Child Maltreatment and Mental Health -- Conclusions -- References -- Excluded Youth in Britain -- England’s Sure Start Pre-School Child Care Centres -- About the Authors -- Index.
Weitere Ausg.:
ISBN 94-6351-079-6
Weitere Ausg.:
ISBN 94-6351-078-8
Sprache:
Englisch
DOI:
10.1007/978-94-6351-080-6
