A01=Elizabeth Grugeon
A01=Peter Woods
Albert Road
Associate Teacher
Author_Elizabeth Grugeon
Author_Peter Woods
Burnage High School
Category=JNAM
Category=JNF
Category=JNK
Category=JNLB
Category=JNMT
children multicultural
collaborative learning methods
cross-cultural pupil experiences
Education Department's Classroom
Education Department’s Classroom
education immigrants
education policy
education race
education racism
Education Support Grants
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Ethnic Minority Girls
Ethnic Minority Pupils
Fantastic Mr Fox
General Teacher Practice
Implicit Operationalization
inclusive classroom strategies
Lower School
Mathematics Project
Minority Ethnic Children
Mr Fox
Mrs Brown
Multi-faith Evening
Multicultural Anti-racist
Multicultural Anti-racist Education
multicultural curriculum implementation
multicultural education
multicultural learning
Multicultural Mathematics
multicultural pupils
multicultural society
multicultural students
multicultural teaching
multiculturalism education
multiracial education
multiracial schools
Packed Lunch
primary education diversity
racial attitudes development
religious and cultural identity
SCDC
school policy
Sindy Doll
Swann Report
Teacher's Learning Process
Teacher’s Learning Process
Temporary Researcher
Product details
- ISBN 9781138080416
- Weight: 480g
- Dimensions: 138 x 216mm
- Publication Date: 27 Nov 2018
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Originally published in 1990. Following the Swann Report of 1985 and its pleas 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. This book documents and evaluates 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. The authors argue that collaboration, participation and democratic procedures lay behind the more successful developments.
