Madeleine Arnot

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning. Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book:offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learningidentifies, from a pupil’s perspective, the social conditions of learning within contemporary performance-oriented school culturesexplores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levelsidentifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programmes, as well as academics and researchers around the world.

The Millennium Development Goals aim to achieve basic education for all by 2015. But can such global agendas address national and local gender inequalities and will they empower women through education? This thought-provoking book offers an opportunity to engage critically with existing and emergent conceptual frameworks and methodological approaches to this global debate. It is divided into three sections that: reconceptualise the definitions of gender equality used by various social scientific disciplines, international organisations and policy makers; illustrate the methodologies used to collect the voices of young men and women and their teachers telling stories of their success in lifting the burdens of poverty and negotiating traditional gender relations; trace the impact of global gender agendas on national education policies, such as citizenship education, poverty reduction strategies, and feminist activism around adult women’s learning. Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

Globalisation and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for national as well as global citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality.This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together for the first time a selection of influential new and previously published papers by Madeleine Arnot on the theme of gender, education and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of the ‘good citizen’ and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education.Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education teachers’ constructions of the gendered citizen European languages of citizenship the inclusion of women’s rights into English citizenship textbooks gender struggles for equality in school pedagogy and curriculum the implications of personalised learning for the individualised learner citizen globalisation and the construction of a global ethic for citizenship education. It will be an invaluable text for all those interested in citizenship education, gender studies, sociology of education, educational policy studies, critical pedagogy and curriculum studies and international or comparative education.

Globalisation and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for national as well as global citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality.This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together for the first time a selection of influential new and previously published papers by Madeleine Arnot on the theme of gender, education and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of the ‘good citizen’ and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education.Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education teachers’ constructions of the gendered citizen European languages of citizenship the inclusion of women’s rights into English citizenship textbooks gender struggles for equality in school pedagogy and curriculum the implications of personalised learning for the individualised learner citizen globalisation and the construction of a global ethic for citizenship education. It will be an invaluable text for all those interested in citizenship education, gender studies, sociology of education, educational policy studies, critical pedagogy and curriculum studies and international or comparative education.

The Millennium Development Goals aim to achieve basic education for all by 2015. But can such global agendas address national and local gender inequalities and will they empower women through education? This thought-provoking book offers an opportunity to engage critically with existing and emergent conceptual frameworks and methodological approaches to this global debate. It is divided into three sections that: reconceptualise the definitions of gender equality used by various social scientific disciplines, international organisations and policy makers; illustrate the methodologies used to collect the voices of young men and women and their teachers telling stories of their success in lifting the burdens of poverty and negotiating traditional gender relations; trace the impact of global gender agendas on national education policies, such as citizenship education, poverty reduction strategies, and feminist activism around adult women’s learning. Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

Reproducing Gender charts the development of a theory of gender relations built up over the last twenty years. This theory has been highly influential in establishing the importance of the sociology of women's education for the study of society. It demonstrates the power of feminist educational theory and research, and its role in creating new political and academic agendas.This fascinating book explores gender relationships at all levels of schooling. It brings together political, social and cultural theories to understand continuity and change in gender and education. Madeleine Arnot, widely considered to be a pioneer in the field of gender and education, brings together for the first time in a single volume her most influential writings. This book is essential reading for students and academics in the areas of gender studies, women's studies, educational policy, sociology and history of education.

Reproducing Gender charts the development of a theory of gender relations built up over the last twenty years. This theory has been highly influential in establishing the importance of the sociology of women's education for the study of society. It demonstrates the power of feminist educational theory and research, and its role in creating new political and academic agendas.This fascinating book explores gender relationships at all levels of schooling. It brings together political, social and cultural theories to understand continuity and change in gender and education. Madeleine Arnot, widely considered to be a pioneer in the field of gender and education, brings together for the first time in a single volume her most influential writings. This book is essential reading for students and academics in the areas of gender studies, women's studies, educational policy, sociology and history of education.

The education gender gap is closing. Since the 1980s examination results have changed dramatically, as girls have "caught up" and, in some cases, overtaken boys. This text discusses whether the gender gap in education and society is closing or not.

Undergraduate and postgraduate students in education, sociology and gender studies, as well as the general reader with an interest in education or gender.