Heritage schools: A lens through which we may better understand citizenship and citizenship education

Reed, Beatrice Szczepek; Said, Fatma Faisal Saad; Davies, Ian

doi:10.1386/ctl.12.1.67_1

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…Our work emerged from discussions between the authors of this article, some of whom had already undertaken a review for a related piece of work (Szczepek Reed et al, 2017). For this article, we built on the searches we had previously undertaken and reviewed rigorously articles in academic journals, policy statements and media reports in which the following terms and words were highlighted: Prevent, Islam, Muslim, identity, Prevent, higher education, students, terrorism and fundamental British values.…”

Section: Reviewing the Literature Relevant To Prevent And Higher Educationmentioning

confidence: 99%

British Muslim university students’ perceptions of Prevent and its impact on their sense of identity

Kyriacou

Reed

Said

et al. 2017

Education, Citizenship and Social

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The Prevent strategy at UK universities is designed to reduce the possibility of university students becoming radicalised and so working against them supporting or directly engaging in terrorist activities. In this study, we were concerned to reflect on our reading of some relevant literature by exploring the views of a sample of British Muslim students regarding Prevent and, in particular, its impact on their sense of personal and national identities as British Muslims. Nine British Muslim undergraduate students completed an online questionnaire. We discuss findings suggesting that there is limited general understanding and negative characterisations of Prevent, with perceptions of this policy being ineffective and inappropriate for higher education contexts. We suggest that more work is needed to develop relevant educational initiatives in the development of a tolerant society and that there is potential in discourse analysis to help reveal further insights into Muslim students' identities.

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Section: Reviewing the Literature Relevant To Prevent And Higher Educationmentioning

confidence: 99%

British Muslim university students’ perceptions of Prevent and its impact on their sense of identity

Kyriacou

Reed

Said

et al. 2017

Education, Citizenship and Social

Self Cite

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“…Although BSSs began to emerge more than five decades ago, Reed et al (2017) note that such schools have not been fully embraced, supported and promoted by governments. Instead, they have been regarded with much scepticism and suspicion.…”

Section: Introductionmentioning

confidence: 99%

Black boys matter – A Black supplementary school’s approach to supporting SEMH needs

Ricketts¹,

Kambouri

Majors³

2022

Equity in Education & Society

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The birth of Black Supplementary Schools (BSSs) in the 1960s was a socio-political movement. They sought to reduce the failings of Black children in the mainstream education system by offering them additional learning spaces. However, there is limited research on their functionality and how they support children with Special Educational Needs (SEN), such as Social, Emotional and Mental Health (SEMH). This study sought to shed light on the role a BSS played in supporting Black boys who had been labelled with challenging behaviour by their mainstream educational provision and were at risk of or had been permanently excluded. The research adopted a single case-study design, employing qualitative data collection using semi-structured interviews. Thematic analysis was used to analyse the data; five main themes found were ‘Education is more than academia’, ‘Strong sense of belonging’, ‘People empowerment through unique opportunities’, ‘Knowing and growing thy self’ and ‘Supporting systemic strategies’. The recent insurgence of ‘Black Lives Matter’ highlighted that racial inequalities remain deeply embedded within the structural mechanisms of society. This research sheds light on the ways in which BBS’s support Black children to succeed educationally. Moreover, there are further implications for education settings, educators and other education professionals including Educational Psychologists.

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“…Cultural heritage is a group of invaluable assets that inherit and embody human activities passed down from previous generations. It is a responsibility in our citizenship to safeguard cultural heritage for ourselves and future generations [ 1 ]. However, intangible cultural heritage (ICH) such as traditional craftsmanship lacks a physical form and often originates from minority groups whose languages may not have written scripts.…”

Section: Introductionmentioning

confidence: 99%

Development and Evaluation of a Digital Museum of a National Intangible Cultural Heritage from China

Liu

2021

Diversity, Divergence, Dialogue

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Intangible cultural heritage (ICH) such as traditional craftsmanship lacks a physical form and often originates from minority groups with little documentation. Digital technologies can be leveraged for documenting and archiving these assets of humanity. In particular, digital museums are established for promoting public understanding and appreciation of cultural heritage. Despite the richness of ICH in China, the development of digital museums of ICH is still in an early stage and mostly from government endeavours. As part of an inter-disciplinary collaborative project involving academic researchers, information professionals, and a private not-for-profit museum, this paper described the development of Gifts from Lanmama, a digital museum of Miao embroidery as a unique ICH from Guizhou ethnic minorities in China. This paper also reported a preliminary evaluation of the digital museum with 78 users, in terms of its usability and affordance for learning about cultural heritage. Results revealed the strengths of the digital museum in terms of the rigor of metadata and its impact on improving users’ understanding and appreciation of Miao embroidery. Some issues and challenges were also identified, such as the lack of channels for user-system communication. These evaluation results offer insights for further improving the digital museum and other end-user oriented digital presentations of similar ICH.

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Heritage schools: A lens through which we may better understand citizenship and citizenship education

Cited by 8 publications

References 18 publications

British Muslim university students’ perceptions of Prevent and its impact on their sense of identity

British Muslim university students’ perceptions of Prevent and its impact on their sense of identity

Black boys matter – A Black supplementary school’s approach to supporting SEMH needs

Development and Evaluation of a Digital Museum of a National Intangible Cultural Heritage from China

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