Educating all : multicultural perspectives in the primary school

Author(s)

Bibliographic Information

Educating all : multicultural perspectives in the primary school

Elizabeth Grugeon and Peter Woods

Routledge, 1990

  • : pbk

Available at  / 12 libraries

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Note

Includes bibliographical references and indexes

Description and Table of Contents

Volume

ISBN 9780415036429

Description

Following the Swann Report of 1985 and its plans for "Education for All" the need for multicultural education in all areas was generally recognised This need was particularly pressing in primary schools since racial attitudes are formed early in life and may be difficult to change later. There has, however, been little research into the actual practice of multi-cultural education in primary schools. Elizabeth Grugeon and Peter Woods document and evaluate a number of approaches in this area, considering their effects on pupil learning and development. These include whole school projects in mathematics, environmental studies and a school exchange; and experiences of pupils at key stages such as beginning school, being "statemented" and transition between schools. The authors argue that collaboration, participation and democratic procedures lay behind the more successful developments. Similar developments guided their own research style with the teachers involved.

Table of Contents

  • Researching education for all
  • becoming a pupil - the first term at school
  • ruled out or rescued? the process of statementing
  • becoming a junior - pupil development following transfer from infants
  • into the middle years - transfer at nine plus
  • learning through friendship
  • pupil perceptions of religious and cultural diversity
  • multicultural mathematics - a whole school approach
  • living and growing - developing multicultural perspectives in a Church of England junior school.
Volume

: pbk ISBN 9780415036436

Description

Following the Swann Report of 1985 and its plans for "Education for All" the need for multicultural education in all areas was generally recognised. This need was particularly pressing in primary schools since racial attitudes are formed early in life and may be difficult to change later. There has, however, been little research into the actual practice of multicultural education in primary schools. Elizabeth Grugeon and Peter Woods document and evaluate a number of approaches in this area, considering their effects on pupil learning and development. These include whole school projects in mathematics, environmental studies and a school exchange; and experiences of pupils at key stages such as beginning school, being "statemented" and transition between schools. The authors argue that collaboration, participation and democratic procedures lay behind the more successful developments. Similar developments guided their own research style with the teachers involved.

Table of Contents

  • Researching education for all
  • becoming a pupil - the first term at school
  • ruled out or rescued? the process of statementing
  • becoming a junior - pupil development following transfer from infants
  • into the middle years - transfer at nine plus
  • learning through friendship
  • pupil perceptions of religious and cultural diversity
  • multicultural mathematics - a whole school approach
  • living and growing - developing multicultural perspectives in a Church of England junior school.

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