Citations (41)
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Read on this site (14)
Tanya Davies. (2024) Towards a praxis of difference: Reimagining intercultural understanding in Australian schools as a challenge of practice. Pedagogy, Culture & Society 32:1, pages 241-255.
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Mathew Barnard. (2022) Cultural capital in non-white majority schools: a critical exploration of cultural ethos and pedagogy. Critical Studies in Education 63:3, pages 387-402.
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Mathew Barnard. (2021) RE(DIS)COVERING MULTICULTURAL CAPITAL IN LEICESTER’S SCHOOLS AND COLLEGES: HISTORICAL LEGACIES AND POSSIBILITIES FOR CHANGE. British Journal of Educational Studies 69:3, pages 347-364.
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Mathew Barnard. (2020) Leadership in non-white majority schools: the symbolic negation of distance. British Journal of Sociology of Education 41:7, pages 958-974.
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Veena Meetoo. (2020) Negotiating the diversity of ‘everyday’ multiculturalism: teachers’ enactments in an inner city secondary school. Race Ethnicity and Education 23:2, pages 261-279.
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Francis Farrell & Vini Lander. (2019) “We’re not British values teachers are we?”: Muslim teachers’ subjectivity and the governmentality of unease. Educational Review 71:4, pages 466-482.
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Jessica Walton. (2019) ‘Korea … it's not really actually an Asian country’: Australian children's experiences of an intercultural school partnership programme. Ethnography and Education 14:3, pages 264-278.
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Philip Bamber, Andrea Bullivant, Alison Clark & David Lundie. (2018) Educating Global Britain: Perils and Possibilities Promoting ‘National’ Values through Critical Global Citizenship Education. British Journal of Educational Studies 66:4, pages 433-453.
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Uvanney Maylor. (2016) ‘I’d worry about how to teach it’: British values in English classrooms. Journal of Education for Teaching 42:3, pages 314-328.
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Pia-Maria Niemi, Arniika Kuusisto & Arto Kallioniemi. (2014) Discussing school celebrations from an intercultural perspective – a study in the Finnish context. Intercultural Education 25:4, pages 255-268.
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Anthea Rose. (2013) Exploring the relationship between supplementary schools and ‘cohesive communities’. International Journal of Inclusive Education 17:11, pages 1135-1151.
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Jessica Walton, Naomi Priest & Yin Paradies. (2013) Identifying and developing effective approaches to foster intercultural understanding in schools. Intercultural Education 24:3, pages 181-194.
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Jasmine Rhamie, Kalwant Bhopal & Ghazala Bhatti. (2012) Stick to your own kind: Pupils’ Experiences of Identity and Diversity in Secondary Schools. British Journal of Educational Studies 60:2, pages 171-191.
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Lee Jerome & Gary Clemitshaw. (2012) Teaching (about) Britishness? An investigation into trainee teachers' understanding of Britishness in relation to citizenship and the discourse of civic nationalism. The Curriculum Journal 23:1, pages 19-41.
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Articles from other publishers (27)
Tanya Davies. (2022) ‘But we’re not a multicultural school!’: locating intercultural relations and reimagining intercultural education as an act of ‘coming-to-terms-with our routes’. The Australian Educational Researcher 50:3, pages 991-1005.
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Jiwon Kim. (2023) Examining how perceptions of ready children and diversity shape a teacher’s use of the funds of knowledge approach. Asia Pacific Education Review.
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Diane Warner. (2022) Black and minority ethnic student teachers' stories as empirical documents of hidden oppressions: Using the personal to turn towards the structural. British Educational Research Journal 48:6, pages 1145-1160.
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Laura Scholes, Elizabeth Wallace, Sue Walker, Jo Lunn Brownlee & Veronica Lawson. (2021) Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school. British Educational Research Journal 48:2, pages 272-291.
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Finlay Green. (2017) British values and identity among young British Muslims in Tower Hamlets: understandings and connections. Journal of Children's Services 12:4, pages 239-256.
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Mary Healy & Mary Richardson. (2016) Images and identity: Children constructing a sense of belonging to Europe. European Educational Research Journal 16:4, pages 440-454.
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Sally Elton-Chalcraft, Vini Lander, Lynn Revell, Diane Warner & Linda Whitworth. (2017) To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education. British Educational Research Journal 43:1, pages 29-48.
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Amanda Keddie. (2014) The politics of Britishness: multiculturalism, schooling and social cohesion. British Educational Research Journal 40:3, pages 539-554.
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Melony Holyfield Allen, Catherine E. Matthews & Seth A. Parsons. (2013) A second-grade teacher's adaptive teaching during an integrated science-literacy unit. Teaching and Teacher Education 35, pages 114-125.
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Uvanney Maylor, Anthea Rose, Sarah Minty, Alistair Ross, Tozun Issa & Kuyok Abol Kuyok. (2013) Exploring the impact of supplementary schools on Black and Minority Ethnic pupils’ mainstream attainment. British Educational Research Journal 39:1, pages 107-125.
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Richard Harris. (2012) ‘Purpose’ as a Way of Helping White Trainee History Teachers Engage with Diversity Issues. Education Sciences 2:4, pages 218-241.
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Kay Fuller. (2012) Leading with Emancipatory Intent. Educational Management Administration & Leadership 40:6, pages 672-689.
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