Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Black Scholarly Activism between the Academy and Grassroots : A Bridge for Identities and Social Justice / / by Ornette D. Clennon
| Black Scholarly Activism between the Academy and Grassroots : A Bridge for Identities and Social Justice / / by Ornette D. Clennon |
| Autore | Clennon Ornette D |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Pivot, , 2018 |
| Descrizione fisica | 1 online resource (161 pages) |
| Disciplina |
305.55208996073
371.82996041 |
| Soggetto topico |
Educational sociology
Educational policy Education and state Educational sociology Education and sociology Ethnicity in Education Educational Policy and Politics Sociology of Education |
| ISBN | 3-030-00837-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction: Whiteness, Social Justice and Greek Mythology? -- Chapter 2. Whiteness and my Twelve Labours -- Chapter 3. Whiteness: The Relationship between the Market and Blackness -- Chapter 4. What is Education for? Is it for learning Whiteness? -- Chapter 5. Can modern Pan-Africanism help us to visualise a future without Whiteness? -- Chapter 6. Resisting post-truth Whiteness: The Grassroots as sites of Black Radical Activism. |
| Record Nr. | UNINA-9910299522103321 |
Clennon Ornette D
|
||
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Pivot, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
British-born Black African youth and educational social capital / / Alganesh Messele
| British-born Black African youth and educational social capital / / Alganesh Messele |
| Autore | Messele Alganesh |
| Edizione | [First Edition.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2020 |
| Descrizione fisica | 1 online resource (190 pages) : illustrations |
| Disciplina | 371.82996041 |
| Collana | Routledge Studies on Black and African disapora |
| Soggetto topico | Discrimination in education |
| ISBN |
1-00-300270-6
1-003-00270-6 1-000-26154-9 1-000-26178-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Theoretical framework -- Ethiopians and Eritreans in London -- Social capital within school -- Classroom-based social capital -- Parental involvement as social capital -- Implications for policy and practices. |
| Record Nr. | UNINA-9910860815903321 |
|
Messele Alganesh
|
||
| New York : , : Routledge, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supporting Black Pupils and Parents : Understanding and Improving Home-school Relations / / by Lorna Cork
| Supporting Black Pupils and Parents : Understanding and Improving Home-school Relations / / by Lorna Cork |
| Autore | Cork Lorna <1958-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Boca Raton, FL : , : Taylor and Francis, an imprint of Routledge, , [2007] |
| Descrizione fisica | 1 online resource (392 p.) |
| Disciplina |
371.82996041
378.1/98/1 378.1981 |
| Soggetto topico |
Students, Black - Social conditions
Home and school Discrimination in education Parent-teacher relationships |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-134-29754-8
1-281-15858-5 9786611158583 0-203-46296-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Foreword; Acknowledgements; Chapter 1 Introductory insights; The context; Some issues; The focus; The research strategy; An overview of the chapters; Chapter 2 A parent is a parent is a parent?; The 1980s: A pivotal decade of protest and policy; The 1990s and beyond the millennium; Key policy developments; Theoretical insights; Culture and cultural capital; Chapter 3 Linkaid: 'You're here for the school'; Home-school liaison: salient features; Support to pupils and their families: case studies; School one: Actdale; Chamberlain and his family; 'We told them from day one'
'Didn't wanna know'Attempting to meet the needs of Chamberlain, his family and school; 'My child has no protection'; 'More focused on schooling than they are on discipline'; 'A go ahead, open type of person'; 'I went through all the right channels'; Attempts to support; The Clark family; 'They should inform me'; 'You do need to push your child more'; Supporting the Clark family; An achievement session: 'Start of a good thing'; Beyond the school; School two: Actmount; The Wambu family; Supporting the Wambu family; 'Giving of her best'; The Brewster family; 'It's a struggle for me' Key emergent themes'Doesn't realise how powerful she is'; 'I should be able to get a C'; 'I'm white, my husband is Black'; 'What language do they speak in Jamaica?'; 'I'm doing this job with Black status'; Linkaid: facilitating and constraining factors; 'You sound just like my sister'; 'You have to remember that you are working for the school'; The role of the SLT and Heads of Year: 'A good thing'; 'You have been there for me, you were helping me because there was a need'; Implications for schools; Implications for home-school liaison support; Chapter 4 Actionaid: 'We need to know' Actionaid: Community-based action research projectThe context and rationale of the project; The process of setting up the group; How the organisation was established; Key issues arising from the parents; 'You need to know'; 'Especially Black parents'; Supporting the need to know: education and school processes; Supporting the need to know: Black history and culture - 'They have to know about their roots'; Why especially Black parents: culturally specific support; Supporting the need to know: Black role models; Race: 'It's one of those issues' Supporting Black parents: 'We're sharing our perspective''A helpful, kind and different environment'; 'I'm not saying all of them'; 'Our group'; The future of the organisation; Implications for schools; Implications for community-based organisations; Chapter 5 Mediaid: 'Let us talk'; Mediaid: Mediation; A brief history; A rationale; The nature of the support on offer to families; Pastoral support; Support to families: some cases; Duane's family; Teresa's family; Pablo and his son; 'Where do we turn?'; Parent-related aspects of Mediaid's work; Exclusions; Pastoral support: the parents' culture A Parents' Forum |
| Record Nr. | UNINA-9910451068003321 |
|
Cork Lorna <1958->
|
||
| Boca Raton, FL : , : Taylor and Francis, an imprint of Routledge, , [2007] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supporting Black Pupils and Parents : Understanding and Improving Home-school Relations / / by Lorna Cork
| Supporting Black Pupils and Parents : Understanding and Improving Home-school Relations / / by Lorna Cork |
| Autore | Cork Lorna |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Boca Raton, FL : , : Taylor and Francis, an imprint of Routledge, , [2007] |
| Descrizione fisica | 1 online resource (392 p.) |
| Disciplina |
371.82996041
378.1/98/1 378.1981 |
| Soggetto topico |
Students, Black - Social conditions
Home and school Discrimination in education Parent-teacher relationships |
| ISBN |
1-134-29754-8
1-281-15858-5 9786611158583 0-203-46296-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Foreword; Acknowledgements; Chapter 1 Introductory insights; The context; Some issues; The focus; The research strategy; An overview of the chapters; Chapter 2 A parent is a parent is a parent?; The 1980s: A pivotal decade of protest and policy; The 1990s and beyond the millennium; Key policy developments; Theoretical insights; Culture and cultural capital; Chapter 3 Linkaid: 'You're here for the school'; Home-school liaison: salient features; Support to pupils and their families: case studies; School one: Actdale; Chamberlain and his family; 'We told them from day one'
'Didn't wanna know'Attempting to meet the needs of Chamberlain, his family and school; 'My child has no protection'; 'More focused on schooling than they are on discipline'; 'A go ahead, open type of person'; 'I went through all the right channels'; Attempts to support; The Clark family; 'They should inform me'; 'You do need to push your child more'; Supporting the Clark family; An achievement session: 'Start of a good thing'; Beyond the school; School two: Actmount; The Wambu family; Supporting the Wambu family; 'Giving of her best'; The Brewster family; 'It's a struggle for me' Key emergent themes'Doesn't realise how powerful she is'; 'I should be able to get a C'; 'I'm white, my husband is Black'; 'What language do they speak in Jamaica?'; 'I'm doing this job with Black status'; Linkaid: facilitating and constraining factors; 'You sound just like my sister'; 'You have to remember that you are working for the school'; The role of the SLT and Heads of Year: 'A good thing'; 'You have been there for me, you were helping me because there was a need'; Implications for schools; Implications for home-school liaison support; Chapter 4 Actionaid: 'We need to know' Actionaid: Community-based action research projectThe context and rationale of the project; The process of setting up the group; How the organisation was established; Key issues arising from the parents; 'You need to know'; 'Especially Black parents'; Supporting the need to know: education and school processes; Supporting the need to know: Black history and culture - 'They have to know about their roots'; Why especially Black parents: culturally specific support; Supporting the need to know: Black role models; Race: 'It's one of those issues' Supporting Black parents: 'We're sharing our perspective''A helpful, kind and different environment'; 'I'm not saying all of them'; 'Our group'; The future of the organisation; Implications for schools; Implications for community-based organisations; Chapter 5 Mediaid: 'Let us talk'; Mediaid: Mediation; A brief history; A rationale; The nature of the support on offer to families; Pastoral support; Support to families: some cases; Duane's family; Teresa's family; Pablo and his son; 'Where do we turn?'; Parent-related aspects of Mediaid's work; Exclusions; Pastoral support: the parents' culture A Parents' Forum |
| Record Nr. | UNINA-9910784830203321 |
|
Cork Lorna
|
||
| Boca Raton, FL : , : Taylor and Francis, an imprint of Routledge, , [2007] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supporting Black Pupils and Parents : Understanding and Improving Home-school Relations / / by Lorna Cork
| Supporting Black Pupils and Parents : Understanding and Improving Home-school Relations / / by Lorna Cork |
| Autore | Cork Lorna |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Boca Raton, FL : , : Taylor and Francis, an imprint of Routledge, , [2007] |
| Descrizione fisica | 1 online resource (392 p.) |
| Disciplina |
371.82996041
378.1/98/1 378.1981 |
| Soggetto topico |
Students, Black - Social conditions
Home and school Discrimination in education Parent-teacher relationships |
| ISBN |
1-134-29754-8
1-281-15858-5 9786611158583 0-203-46296-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Foreword; Acknowledgements; Chapter 1 Introductory insights; The context; Some issues; The focus; The research strategy; An overview of the chapters; Chapter 2 A parent is a parent is a parent?; The 1980s: A pivotal decade of protest and policy; The 1990s and beyond the millennium; Key policy developments; Theoretical insights; Culture and cultural capital; Chapter 3 Linkaid: 'You're here for the school'; Home-school liaison: salient features; Support to pupils and their families: case studies; School one: Actdale; Chamberlain and his family; 'We told them from day one'
'Didn't wanna know'Attempting to meet the needs of Chamberlain, his family and school; 'My child has no protection'; 'More focused on schooling than they are on discipline'; 'A go ahead, open type of person'; 'I went through all the right channels'; Attempts to support; The Clark family; 'They should inform me'; 'You do need to push your child more'; Supporting the Clark family; An achievement session: 'Start of a good thing'; Beyond the school; School two: Actmount; The Wambu family; Supporting the Wambu family; 'Giving of her best'; The Brewster family; 'It's a struggle for me' Key emergent themes'Doesn't realise how powerful she is'; 'I should be able to get a C'; 'I'm white, my husband is Black'; 'What language do they speak in Jamaica?'; 'I'm doing this job with Black status'; Linkaid: facilitating and constraining factors; 'You sound just like my sister'; 'You have to remember that you are working for the school'; The role of the SLT and Heads of Year: 'A good thing'; 'You have been there for me, you were helping me because there was a need'; Implications for schools; Implications for home-school liaison support; Chapter 4 Actionaid: 'We need to know' Actionaid: Community-based action research projectThe context and rationale of the project; The process of setting up the group; How the organisation was established; Key issues arising from the parents; 'You need to know'; 'Especially Black parents'; Supporting the need to know: education and school processes; Supporting the need to know: Black history and culture - 'They have to know about their roots'; Why especially Black parents: culturally specific support; Supporting the need to know: Black role models; Race: 'It's one of those issues' Supporting Black parents: 'We're sharing our perspective''A helpful, kind and different environment'; 'I'm not saying all of them'; 'Our group'; The future of the organisation; Implications for schools; Implications for community-based organisations; Chapter 5 Mediaid: 'Let us talk'; Mediaid: Mediation; A brief history; A rationale; The nature of the support on offer to families; Pastoral support; Support to families: some cases; Duane's family; Teresa's family; Pablo and his son; 'Where do we turn?'; Parent-related aspects of Mediaid's work; Exclusions; Pastoral support: the parents' culture A Parents' Forum |
| Record Nr. | UNINA-9910823752803321 |
|
Cork Lorna
|
||
| Boca Raton, FL : , : Taylor and Francis, an imprint of Routledge, , [2007] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||