• Diversity in nursing education: do we really want it?

      Glen, Sally (Elsevier, 2002)
      This paper explores the concept of diversity at the level of the system and organisation, in essence, at the level of Faculty, School or Department of Nursing. As a major educational concept, it has a strong ethical and policy component. The idea of diversity can also provoke debate. Issues that are debated include: Why is diversity important? How can it be measured? Is it increasing or decreasing? What policies can enhance or restrict it?
    • Diversity of vegetation dominated by selected grass species on coal-mine spoil heaps in terms of reclamation of post-industrial areas

      Błońska, A; Kompalła-Baba, A; Sierka, E; Bierza, W; Magurno, F; Besenyei, L; Ryś, K; Woźniak, G (Polish Society of Ecological Engineering, 2018-12-10)
      © 2018, Polish Society of Ecological Engineering (PTIE). Grasses have a considerable potential for the adaptation to various, often extreme, habitat conditions. The aim of the work was to present the vegetation diversity of the coal-mine spoil heaps with the dominant share of grasses and to identify the main factors responsible for this diversity in the aspect of post-industrial land reclamation. The communities differ in reference to the species preferences to light, moisture, soil fertility and reaction, which is reflected in the wide variety of microhabitats in the area. It was shown that the increase in the abundance of certain grass species, including Calamagrostis epigejos, Festuca rubra, Festuca arundinacea, Phragmites australis, has a significant negative impact on the species richness, species diversity and the uniformity of distribution of species of the plant community. Preliminary analyses revealed that on post-mining waste, the biomass production of the dominant species is negatively correlated with biodiversity. The knowledge about the biology and ecology of grass species, as well as on the assembly rules may be used in the reclamation of degraded areas. Gaining the knowledge about the vegetation diversity of the coal-mine spoil heaps with the dominant share of grasses can be useful in planning the reclamation works, taking into account natural processes, which leads to the creation of a permanent vegetation cover at a given site, protecting it against water or wind erosion. In the future these areas may provide a number of important ecosystem services.
    • Diversity, difference and communities in secondary schools in England

      Tsouroufli, Maria; Davies, I.; Hampden-Thompson, G; Sundaram, V; Lord, P; Jeffes, J (COMMON GROUND PUBLISHING, 2014-02-13)
      This paper discusses secondary school pupils’ understandings and experiences of diversity and communities in England. It draws on qualitative data from a field study conducted in 8 schools as part of a larger project funded by the Esmée Fairbairn Foundation. The larger project, which included a review of literature, analysis of Longitudinal Study of Young People in England (LYPSE) data and a national survey of school staff, aimed to explore current thinking and practice about citizenship and community cohesion. For this article field notes, and 16 audio-recorded focus group discussions with year 10 and year 11 students were analysed thematically, through multi-disciplinary team dialogue, informed by literature on diversity, community cohesion, belonging and citizenship education. Despite some variation in responses across schools, the results clearly demonstrate that student discourses of diversity grapple with notions of sameness and assimilation. We argue that citizenship education practice must be informed by robust research that addresses boundary notions and practices of identity and citizenship.
    • Equal opportunities or affirmative action? The induction of minority ethnic teachers

      Basit, Tehmina N.; McNamara, Olwen (Routledge, 2004)
      Currently in the UK there is much pressure to increase the recruitment and retention of ethnic minority teachers, not only to respond to the continuing shortage, but to develop a teaching force that reflects the diversity in the UK population and provides role models for ethnic minority students. There is, however, little research on how ethnic minority teachers cope with the demands of the profession, especially in their first year. The introduction by the Department for Education and Employment (DfEE) of an induction period for Newly Qualified Teachers (NQTs) in 1999 was an attempt to create a programme of individual support and monitoring to provide NQTs with a bridge from Initial Teacher Training (ITT) to becoming established in their chosen profession. We believe it is now timely and important to examine how ethnic minority beginning teachers experience these new arrangements. In this paper we, therefore, explore the induction experiences of British teachers of Asian and African Caribbean origin in three Local Education Authorities (LEAs) in the North West of England. We conclude that the NQTs are being provided with equal opportunities by their employers and that affirmative action may have been undertaken by a few of these employers during the recruitment and selection process, although some anecdotal evidence is also presented of discrimination. Further, the paper suggests that the majority of the NQTs find their schools and LEAs supportive and the induction process valuable, although it highlights the need for additional support in some individual cases.
    • Influences of gender on achievement.

      Bartlett, Steve; Burton, Diana (London: Routledge (Taylor & Francis)., 2007)
      This book: Teaching Assistants are increasingly relied upon to provide for children who experience difficulties in learning. Key Issues for Teaching Assistants is an essential companion for any Teaching Assistant who wants to understand more about inclusion and diversity in today's classrooms. While focussing particularly on the diverse roles of teaching assistants in supporting inclusive education, this book will be invaluable for all those involved in the development of inclusive learning and teaching. This highly accessible resource explores the values and the possible contradictions in policies and beliefs, enabling Teaching Assistants to develop a deeper understanding of the fundamental principles of inclusive education. Contributions from leading experts in the field consider common classroom issues such as: • inclusion and special needs • dealing with hard-to-reach parents • tackling bullying and supporting those bullied • boys, girls and the different ways they achieve • being the class 'TA' not 'PA'. Each chapter contains an overview of topical debates, current research and initiatives, emphasising inclusive approaches and the importance of understanding the perspectives of children, regardless of their difference. Useful questions for reflection and a helpful list of suggested further reading material are also provided. Teaching Assistants, whether in practice, or as part of their study, will find this book an indispensable resource.
    • Managing workplace religious expression within the legal constraints

      Hambler, Andrew (2016-04-04)
      Purpose – The purpose of this paper is to consider in broad terms how employers may respond to different forms of religious expression by employees in the workplace, within the discretion afforded to them by law. Design/methodology/approach – Through a discussion of relevant legislation and case law, and a review of relevant literature, it seeks to identify the legal constraints within which employers must operate when determining policy and practice in this area and gives consideration to how they should respond. Findings – It is observed that employers enjoy considerable freedom either to impose restrictions or to encourage religious expression. Originality/value – The paper considers some of the over-arching principled arguments both for and against encouraging religious freedom at work, whilst concluding that support for religious expression may be the better option, not least for the positive benefits for employee well-being, commitment and engagement which, it is argued, may result.
    • Valuing oral history in the community

      Balaam, Marie-Claire (University of Wolverhampton, 2001)
      Valuing Oral History in the community has developed out of the University’s involvement in the Wolverhampton Black and Ethnic Minority Experience Project (BEME). BEME is a collaborative project developed by a range of local community groups, the local council, colleges and the University which was established to document the experiences of members of the Black and Ethnic Minority communities in Wolverhampton in the post-war period. The rationale behind BEME was to create a community-based Oral History video archive and to promote the use of this unique source of community-based knowledge within a range of educational settings, to encourage curriculum development and enhance the learning experience of students. The aims of the innovation developed from my work with the BEME project, my own and others’ experiences of the value of doing Oral History with undergraduates and the desire to encourage the development of a more inclusive and diverse curriculum for the 21st century. Out of these aims three key objectives were developed.
    • Whiteness and Racism in Post Colonial British Children's Literature in England

      Jowallah, Rohan (Common Ground Publishing, 2007)
      The issues of whiteness is absent from most contemporary debates in England. There is the claim by many leaders, that England has a diverse society. This paper seeks to explore issues of racism and whiteness in post colonial British texts, used within school and the home. Taxel (1992, p.8) suggest that, ‘…there is a selective tradition in children’s literature favoring the perspectives and world view of the dominant social group’. This paper utilizes the ‘Critical Race Theory’ and incorporates the tenets of ‘Critical Literacy’ to explore a child’s reading materials within the home and incorporates the Case Study research approach. In order to employ the critical literacy approach, three mini lessons were used to explore reading texts selected by a class teacher. Bourdieu’s (1992, p.18), work is also cited in this paper, as his theory of ‘habitus’ underpins the historical issues and ongoing social issues that can influence the readers and writers in the coding and decoding of texts. The findings revealed that critical literacy can be used to highlight issue of whiteness and racism; however, there are specific issues that need to be considered before using this approach within the home.