This book engages with important debates about multicultural British identities at a time when schools are expected to promote Fundamental British Values. It provides valuable insight into the need to investigate fluid and evolving identities in the classroom. What are the implications of Britishness exploration on young people’s relationships with and within multicultural Britain? What are the complexities of teaching and learning Britishness? Emphasis on student voice, respectful and caring dialogue, and collaborative communication can lead to meaningful reflections. Teachers often require guidance though when teaching about multicultural Britain. The book argues that when students have safe spaces to share stories, schools can become critical sites of opportunity for reflection, resistance and hopeful futures. Foreword by Professor Vini Lander
A search for shipwrecked ancestors, forgotten histories, and a sense of home Fascinating and intimate , The Girl from Foreign is one woman's search for ancient family secrets that leads to an adventure in far-off lands. Sadia Shepard, the daughter of a white Protestant from Colorado and a Muslim from Pakistan, was shocked to discover that her grandmother was a descendant of the Bene Israel, a tiny Jewish community shipwrecked in India two thousand years ago. After traveling to India to put the pieces of her family's past together, her quest for identity unlocks a myriad of profound religious and cultural revelations that Shepard gracefully weaves into this touching, eye-opening memoir.
This book engages with important debates about multicultural British identities at a time when schools are expected to promote Fundamental British Values. It provides valuable insight into the need to investigate fluid and evolving identities in the classroom. What are the implications of Britishness exploration on young people’s relationships with and within multicultural Britain? What are the complexities of teaching and learning Britishness? Emphasis on student voice, respectful and caring dialogue, and collaborative communication can lead to meaningful reflections. Teachers often require guidance though when teaching about multicultural Britain. The book argues that when students have safe spaces to share stories, schools can become critical sites of opportunity for reflection, resistance and hopeful futures. Foreword by Professor Vini Lander
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