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- W2915696486 abstract "Do you remember the times when, as a student or teacher, you longed forsome support, needed advice and someone to reflect on an issue with you?Now, imagine spending five to six hours each day in lessons doing History,Geography, Science and English, without seeing or hearing from adults wholook like you or reflect you as a Black, Asian or Muslim young person. Whenwe reflect on our schooling experience, there are often two or three peoplewho stand out, mostly because they took an interest in our learning. Theymay have helped us to develop a sense of who we were, or believed we weretalented and capable of achieving in their classroom and beyond.In this chapter I want to explore the varied characteristics that make up thediversity of our classrooms, with a focus on BME children and young people,and link them to the personalisation agenda. By highlighting some of the keyissues around education in an ethnically diverse classroom, and how personalisation can help respond to these issues, it is hoped that teachers and otherTypically, the ethnic diversity context of UK maintained schools includessome or all of the following:increasing numbers of pupils from black and minority ethnic (BME)groups, with five of every 30 pupils in a secondary school, and six ofevery 30 in a primary school, being of BME heritagea significant proportion of BME pupils having English as an additionallanguage (EAL)fewer than one in 15 core subject lessons being taught by a teacher ofBME heritageboys of BME heritage being disproportionately excluded from classroom learning environments covering the core curriculum." @default.
- W2915696486 created "2019-03-02" @default.
- W2915696486 creator A5041428133 @default.
- W2915696486 date "2010-10-18" @default.
- W2915696486 modified "2023-09-23" @default.
- W2915696486 title "Not in my image: Personalisation and ethnic diversity in the classroom" @default.
- W2915696486 doi "https://doi.org/10.4324/9780203840917-13" @default.
- W2915696486 hasPublicationYear "2010" @default.
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