MARC Record from marc_nuls

LEADER: 03848cam 2200373Ii 4500
001 9925202767801661
005 20150422061419.2
008 140501s2014 enk b 001 0 eng
019 $a867012926
020 $a9781137274755
020 $a1137274751
035 $a40024793798
035 $a(OCoLC)889561739$z(OCoLC)867012926
035 $a(OCoLC)ocn889561739
040 $aAU@$beng$erda$cAU@$dOCLCO$dTXM$dYDXCP$dBDX$dBTCTA$dUKMGB$dCDX$dNKM$dOCLCF$dIUL$dUV0
043 $ae-uk-en
050 04 $aLC1099.5.G7$bA38 2014
082 04 $a370.1$223
245 00 $aAdvancing race and ethnicity in education /$cedited by Richard Race and Vini Lander.
264 1 $aHoundmills, Basingstoke :$bPalgrave Macmillan,$c2014.
300 $axix, 252 pages ;$c23 cm
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
504 $aIncludes bibliographical references and index.
505 00 $tForeword /$rGill Crozier --$tIntroduction /$rRichard Race --$g1.$tIdentity Performance and Race: The Use of Critical Race Theory in Understanding Institutional Racism and Discrimination in Schools /$rAlice Bradbury --$g2.$tBritish Muslim Schools: Institutional Isomorphism and the Transition from Independent to Voluntary-Aided Status /$rDamian Breen --$g3.$tEducational Inclusion: Meeting the Needs of All Traveller Pupils /$rKate D'Arcy --$g4.$tRace and Ethnicity in US Education /$rGeneva Gay --$g5.J$tourneys to Success: An Appreciative Inquiry into the Academic Attainment of Black and Minority Ethnic Students at a Post-1992 London University /$rJulie Hall, Jo Peat and Sandra Craig --$g6.$tInitial Teacher Education: The Practice of Whiteness /$rVini Lander --$g7.$tBeyond Kung Fu and Takeaways? Negotiation of British Chinese Identities in Schools /$rAda Mau --$g8.$tOvercoming Disciplinary Boundaries: Connecting Language, Education and (Anti)racism /$rStephen May --$g9.$tMulticulturalism and Integration / T$rariq Modood --$g10.$tThe `Schooled Identities' of Australian Multiculturalism: Professional Vision, Reflexive Civility and Education for a Culturally Complex World /$rGreg Noble and Megan Watkins --$g11.$tUsing Specialist Software to Assist Knowledge Generation: An Example from a Study of Practitioners' Perceptions of Music as a Tool for Ethnic Inclusion in Cross-Community Activities in Northern Ireland /$rOscar Odena --$g12.$tThe Sheer Weight of Whiteness in the Academy: A UK Case Study /$rAndrew Pilkington --$g13.$tThe Multicultural Dilemma, the Integrationist Consensus and the Consequences for Advancing Race and Ethnicity within Education /$rRichard Race --$g14.$tResilience, the Black Child and the Coalition Government /$rJasmine Rhamie.
520 $aThis timely collection focuses on domestic and international education research on race and ethnicity. As co-conveners of the British Education Research Associations (BERA) Special Education Group on Race and Ethnicity (2010-2013), Race and Lander are advocates for the promotion of race and ethnicity within education. With its unique structure and organisation of empirical material, this volume collates contributions from global specialists and fresh new voices to bring cutting-edge research and findings to a multi-disciplinary marker which includes education, sociology and political studies. The aim of this book is to promote and advocate a range of contemporary issues related to race, ethnicity and inclusion in relation to pedagogy, teaching and learning.
650 0 $aMulticultural education$zGreat Britain.
650 0 $aEducational equalization$zGreat Britain.
650 0 $aInclusive education$zGreat Britain.
700 1 $aRace, Richard,$eeditor.
700 1 $aLander, Vini,$eeditor.
947 $cBOOK$fBOOK-SOE-EDU$g105.00$hCIRCSTACKS$lNULS$n257415$o150713$p90.30$q1$r31786102998298
980 $a40024793798