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In: Digital age in semiotics & communication, Band 6, S. 7-16
ISSN: 2603-3593
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 144, S. 1-11
World Affairs Online
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 39, Heft 7, S. 1133-1142
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 36, Heft 11, S. 2421-2439
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 36, Heft 11, S. 2421-2439
ISSN: 0305-750X
In: The RUSI journal: publication of the Royal United Services Institute for Defence and Security Studies, Band 150, Heft 2, S. 24-28
ISSN: 1744-0378
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 15, S. 201-211
In: Journal of sociology & social welfare, Band 5, Heft 4
ISSN: 1949-7652
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 1, Heft 5, S. 37-40
In: Postcolonial and Decolonial Studies in Religion and Theology
In theological education, we do the work of deconstructing and reconstructing teaching and learning for the sake of our collective decolonial futures. Decolonial Futures: Intercultural and Interreligious Intelligence for Theological Education invites teachers to imagine what that future might hold and how it might take shape.
In: Race & class: a journal on racism, empire and globalisation, Band 38, Heft 1, S. 21-38
ISSN: 0306-3968
The propriety of the Conservative government's nationally derived curriculum & monitoring agency is discussed with reference to the author's experience as head teacher at an inner-city, racially diverse school in northeast Sheffield, England. It is argued that the national curriculum established by the Conservative government is monocultural & politically driven. Further, the agency created to police implementation of this curriculum, the Office for Standards in Education (OFSTED), has failed to acknowledge the unique academic challenges & strengths of inner-city students. It is suggested that OFSTED's destructive rejection of community-oriented programs in inner-city schools debilitates effective, locally developed programs. Further, these schools are called on to implement white, middle-class-oriented curricula which disenfranchise minority students, their experiences, & their communities. It is concluded that the policies are doomed to further failure & controversy if the Conservative government continues to impose inappropriate & authoritarian educational standards on ethnically, culturally, & linguistically diverse students. 30 References. T. Sevier
In: Journal of educational administration & history, Band 38, Heft 2, S. 141-154
ISSN: 1478-7431
In: Social studies: a periodical for teachers and administrators, Band 97, Heft 1, S. 16-20
ISSN: 2152-405X
In: Journal of educational administration & history, Band 5, Heft 1, S. 1-6
ISSN: 1478-7431
In: Journal of educational administration & history, Band 4, Heft 2, S. 47-56
ISSN: 1478-7431