While it is widely understood that the issue of gender and relationship violence on college campuses has become a national crisis, less is known about a similar crisis in secondaryschools. It is imperative to help schools, communities and states understand the importance of providing prevention education to secondaryschool students. To understand this significance, one must first understand the negative impact that TDV has on young people, both in the short and long-term. From ACEs to a general lack of acceptance for how individuals identify, students are facing
Pupils’ participation in French
secondaryschools: the interplay
between tradition and innovation
The analysis of youth participation in France, whether directed towards
political, associative or protest practices (Roudet, 2004; Becquet, 2009b;
Muxel, 2010) or towards institutional programmes (Becquet, 2005a,
2006, Loncle, 2008) often leaves aside participation in schools. Yet
school participation involves a wide range of young people: the pupils
in secondaryschools. These young people often combine in school
Upper secondaryschool tracking is relevant for labor market outcomes in Denmark.
Even after we control for pre-tracking academic performance and family SES tracking effects persist.
Track placement seems to affect labor market outcomes net of higher education attainment.
Educational tracking appears to play a role in intergenerational social reproduction net of family background-based skill gaps.
A large part of the existing literature in educational research shows that the division of students into different tracks
‘Sleepwalking towards Johannesburg’?
Local measures of ethnic segregation
between London’s secondaryschools, 2003–08/09
Because segregation is the spatial outcome of spatial processes it
makes sense to measure it in spatially intelligent ways. To that end,
this chapter applies innovative methods of geocomputation (see also
Chapters Three and Four, this volume), with particular emphasis on
local indices of ethnic segregation to examine the claim that London’s
schools are ‘sleepwalking towards Johannesburg’. It does so
adolescent carers of upper-level secondaryschool in the age range of 16 to 19 years.
Despite the emergence of various definitions and categorisations, many young carers do not identify with these and, along with their relatives, simply see the care they provide as part of ‘normal’ family life ( Fives et al, 2010 ). Others may begin caring quite suddenly due to a change in a relative’s health ( NHS, 2021 ). The care they provide typically exceeds the range of household activities adolescents would commonly be involved in. These additional tasks, such as cooking
the city as a basis for wider reflection and learning, this chapter includes presentations by two teachers. At the time of the event, Terra and Tanisha worked at the same state-funded secondaryschool in the city. Terra is a white Canadian, who had significant international experience teaching in Canada, Ethiopia, India, Japan and elsewhere in England before joining the school as an English teacher. Tanisha is a Black British early-career teacher of Citizenship, who joined the school in a pastoral capacity before training as a teacher in post. She attended a state
(see Brunello and Checchi, 2007 ). Second, many studies fail to control for country differences that might already exist before students are exposed to the different variants of comprehensive and tracked secondaryschools systems. If one wants to attribute causal effects to features of school systems, such as between-school tracking, processes for selection into the tracks have to be separated from the idiosyncratic influences of the tracks (see Esser, 2016 ).
This paper seeks to address the two criticisms in the context of the German education system. Germany
The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities, quasi-market mechanisms, and random allocation. Each approach is assessed on its own terms, but constitutional and legal analysis is also utilised to reflect on the extent to which each meets expectations and values associated with schooling, especially democratic expectations associated with citizenship.
Repeated failure to identify and pursue specific values for schooling, and hence admissions, can be found to underlie questions regarding the ‘fairness’ of the process, while also limiting the potential utility of judicial responses to legal actions relating to school admissions. The book adopts an interdisciplinary approach which makes it relevant and accessible to a wide readership in education, social policy and socio-legal studies.
The Government has named the ‘fundamental British values’ (FBV) as democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths. Since 2014, teachers in England have been required to promote these values in schools to all pupils. What are the implications of this for teachers, pupils and the rest of us?
Discussing a broad mix of issues – citizenship, diversity, social class, ethnicity, religion, counter-extremism, affect, and community cohesion – this book discusses the political, social, cultural and educational contexts in which teachers are promoting these values.
Drawing on observations of teaching, as well as teachers’ views and experiences, it analyses how teachers make sense of the mandatory promotion of FBV, and what ideas of citizenship and identity they offer to their pupils.