Home/Guidance material for university and general education teachers/School Belonging and the Construction of the Other in Educational Settings/Presentation of the topic/References

References

  • Alderson, P., & Morrow, Virginia. (2011). The ethics of research with children and young people: A practical handbook. London: SAGE Publications Ltd.
  • Barth, Fredrik. 1969. Ethnic Groups and Boundaries: The Social Organization of Culture Difference. London: Allen & Unwin.
  • Branson, C., & Gross, Steven Jay. (2014). Handbook of ethical educational leadership. New York: Routledge.
  • Brookfield, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, Calif.: Chichester: Jossey-Bass; John Wiley [distributor].
  • Brooks, R., Te Riele, K., & Maguire, M. (2014). Ethics and education research. Los Angeles : SAGE.
  • Brubaker, R. (2006). Ethnicity without groups. Cambridge, Mass.: Harvard University Press.
  • Bucholtz, M., & Hall, K. (2004). Theorizing identity in language and sexuality research. Language in Society, 33(4), 469–515.
  • Douglas, S., & Kennett, Psyche, editor. (2019). Creating an inclusive school environment. London : British Council.
  • Eriksen, T. (2010). Ethnicity and Nationalism : Anthropological Perspectives. Pluto Press; 3rd edition.
  • IBE-UNESCO. (2021). General Education System Quality Analysis/Diagnosis Framework (GEQAF). Technical notes. Exclusion in education system. Online document. http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/exclusion-education-system
  • Mareš, P., & Sirovátka, T. (2008). Sociální vyloučení (exkluze) a sociální začlenování (inkluze) – koncepty, diskurz, agenda. Sociologický časopis / Czech Sociological Review, 44(2), 271-294.
  • Middleton, T., & Kay, Lynda. (2020). Using an inclusive approach to reduce school exclusion : A practitioner’s handbook. Abingdon, Oxon : Routledge.
  • McMaster, Ch. (2014). Elements of Inclusion: Findings from the Field. KAIRARANGA – VOLUME 15, ISSUE 1.
  • Newman, D. (2018). Sociology: Exploring the Architecture of Everyday. SAGE Publications, Inc; 12th edition.
  • Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education., 35(5), 501-517.
  • Jenkins, R. (2014). Social identity. Routledge; 4th edition.
  • Jenkins, R. (1997). Rethinking ethnicity: Arguments and Explorations. SAGE ublications Ltd.
  • Kendall, L. (2019) Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment, Education 3-13, 47:6, 678-691, DOI: 10.1080/03004279.2018.1520278
  • Richards, S., Clark, J., & Boggis, A. (2015). Ethical research with children : Untold narratives and taboos. Palgrave Macmillan.
  • Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies
  • Tolich, M., & Tumilty, E. (2021). Finding your ethical research self : A guidebook for novice qualitative researchers. London : Routledge.
  • Stewart, T. L.|LaDuke, J. R.|Bracht, C.|Sweet, B. A. M.|Gamarel, K. E. (2003). Do the “Eyes” Have It? A Program Evaluation of Jane Elliott’s “Blue-Eyes/Brown-Eyes” Diversity Training Exercise. Journal of Applied Social Psychology., 33(9), 1898-1921.
  • UNESCO 2005. Guidelines for inclusion: ensuring access to education for all. https://unesdoc.unesco.org/ark:/48223/pf0000140224
  • Wiles, R. (2012). What are qualitative research ethics? (What is? research methods series). London ; New York: Bloomsbury Academic.

Further reading Teaching methods and the ethical approach

  • Brookfield, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. (2nd ed.). San Francisco, Calif. : Chichester: Jossey-Bass ; John Wiley [distributor].
  • Borich, Gary D. (2014). Effective Teaching Methods: Research-based Practice. Boston : Pearson.
  • Burden, P., & Byrd, David M. (2013). Methods for effective teaching: Meeting the needs of all students. (6th ed., International ed.). Boston; London: Pearson.
  • Clement, M. (2018). What successful teachers do: A dozen things to ensure student learning. Lanham : Rowman & Littlefield Publishers.
  • Kerry, T. (2021). Ethics for teachers and middle leaders: A practical guide. London : Routledge.
  • Moore, K. (2015). Effective instructional strategies: From theory to practice. University (Retired). (Fourth ed.).
  • Roberts, C. (2019). Ethical leadership for a better education system: A code of ethics for school leaders. London: Routledge.
  • Webster, R., & Whelen, John D., editor. (2019). Rethinking reflection and ethics for teachers. Singapore: Springer.

Further reading for exercise 1

  • Bukowski, W., Laursen, Brett Paul, editor, & Rubin, Kenneth H., editor. (2018). Handbook of peer interactions, relationships, and groups. New York: Guilford Press.
  • Schneider, B. (2016). Childhood friendships and peer relations : Friends and enemies. Second ed., International texts in developmental psychology. London: Routledge.
  • Slee, P., & Skrzypiec, G. (2016). Well-being, positive peer relations and bullying in school settings. Cham: Springer.

Further reading for exercise 2

  • Bear, G. (2020). Improving school climate : Practical strategies to reduce behavior problems and promote social and emotional learning. London: Routledge.
  • Schiering, M. (2019). Special needs, different abilities: The interactive method for teaching and learning. Rowman & Littlefield Publishers.
  • Preble, W., & Gordon, Rick. (2011). Transforming school climate and learning : Beyond bullying and compliance. Thousand Oaks, Calif.: Corwin.
  • White, K. (2016). Teacher communication: A guide to relational, organizational, and classroom communication. Rowman & Littlefield.

Further reading for exercise 3

  • Dolan, A., & University of London. Institute of Education. (2014). You, me, and diversity : Picturebooks for teaching development and intercultural education. London: Trentham Books.
  • Hawkins, K. (2017). Mindful teacher, mindful school: Improving wellbeing in teaching and learning. Los Angeles: SAGE.
  • Pica-Smith, C., Contini, Rina Manuela, author, & Veloria, Carmen N., author. (2018). Social justice education in European multi-ethnic schools: Addressing the goals of intercultural education (1st ed., Routledge research in international and comparative education). London : Routledge.
  • Sands, M., & Kerry, Trevor, editor. (2020). Mixed ability teaching. 1st ed., Routledge revivals.

Further reading for exercise 4

  • Bhopal, K., & Maylor, Uvanney. (2014). Educational inequalities: Difference and diversity in schools and higher education. New York, NY : Routledge.
  • Demie, F. (2019). Educational inequality : Closing the gap. London: UCL Institute of Education Press.
  • Gannon, S., Hattam, Robert, editor, & Sawyer, Wayne, editor. (2018). Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities. London: Routledge.
  • Siraj, I., & Mayo, Aziza, author. (2014). Social class and educational inequality: The impact of parents and schools. Cambridge: Cambridge University Press.