Diversity, difference and communities in secondary schools in England

2.50
Hdl Handle:
http://hdl.handle.net/2436/611388
Title:
Diversity, difference and communities in secondary schools in England
Authors:
Tsouroufli, Maria; Davies, I.; Hampden-Thompson, G; Sundaram, V; Lord, P; Jeffes, J
Abstract:
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.
Publisher:
COMMON GROUND PUBLISHING
Journal:
International Journal of Community Diversity, Sep 2014, Vol. 13 Issue 3, p1-17. 17p.
Issue Date:
13-Feb-2014
URI:
http://hdl.handle.net/2436/611388
Additional Links:
http://ijdc.cgpublisher.com/index.html?b_start=30
Type:
Article
Language:
en
Sponsors:
Esmee Fairbairn Foundation
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorTsouroufli, Mariaen
dc.contributor.authorDavies, I.en
dc.contributor.authorHampden-Thompson, Gen
dc.contributor.authorSundaram, Ven
dc.contributor.authorLord, Pen
dc.contributor.authorJeffes, Jen
dc.date.accessioned2016-06-01T15:29:44Zen
dc.date.available2016-06-01T15:29:44Zen
dc.date.issued2014-02-13en
dc.identifier.urihttp://hdl.handle.net/2436/611388en
dc.description.abstractThis 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.en
dc.description.sponsorshipEsmee Fairbairn Foundationen
dc.language.isoenen
dc.publisherCOMMON GROUND PUBLISHINGen
dc.relation.urlhttp://ijdc.cgpublisher.com/index.html?b_start=30en
dc.subjectDiversityen
dc.subjectDifferenceen
dc.subjectCommunitiesen
dc.subjectSecondary Schoolsen
dc.subjectEnglanden
dc.titleDiversity, difference and communities in secondary schools in Englanden
dc.typeArticleen
dc.identifier.journalInternational Journal of Community Diversity, Sep 2014, Vol. 13 Issue 3, p1-17. 17p.en
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