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Understanding Prejudice and Education
This original text discusses prejudice in detail, offering a clear analysis of research and theory on prejudice and prejudice reduction, drawn from findings in social psychology, critical thinking and education. Presenting the underlying principle that prejudice can be reduced through the development of four core attributes – empathy, understanding, cognitive flexibility and metacognitive thought – the book offers effective educational strategies for preparing young people for life.
Chapters explore a range of examples of classroom practice and provide a thorough engagement with the minefield of prejudice, set against challenging sociological, ideological, political and cultural questions. An integrative framework is included that can be adapted and adopted in schools, synthesising findings and emphasising the need for individuals and groups to work against preconceived beliefs and emotional reactions to situations, offering contra-intuitive, rational and affective responses.
Understanding Prejudice and Education is essential reading for all those engaged in relevant undergraduate, Master’s level and postgraduate courses in education, social psychology and cultural studies, as well as teachers and school leaders interested in developing strategies to reduce prejudice in their schools.
Seven Global Challenges. Boston
Education and Elitism
Hughes, C. (2021) Education and Elitism. London: Routledge
Education and Elitism discusses polemical debates around privilege, private schools, elitist universities, equal access to education and underlying notions of fairness. The overarching question that runs through the book is about the future of education worldwide: how can schools and universities tread the tightrope between access and quality?This book investigates the philosophical positions that characterize elitism and anti-elitism to establish three types: meritocratic, plutocratic and cultural. These types of elitism (and their counter-positions) are used as reference points throughout the book's analysis of successive educational themes. The conclusion leads to suggestions that bridge the worlds of elitism and egalitarianism worldwide. The book covers critical questions related to the sociology and philosophy of education with particular focus on contemporary disruptors to education such as the COVID-19 pandemic and protest movements for social justice.
With an attempt to offer readers an objective overview, this book will be an excellent compendium for students, academics, and researchers of the sociology of education, education policy and comparative education. It will also be of interest toschool leaders, university provosts and professionals working in curriculum design.
MYP - New Directions
The new IB Middle Years Programme (MYP) curriculum for 11 to 16 year olds came into effect in September 2014 and will strengthen the IB's continuum of learning. This edited collection will provide support for all those involved in the current period of preparation for implementation of the new programme. The chapters are written by experienced practitioners from a range of relevant standpoints about different aspects of the MYP. MYP - New Directions examines the changes to the programme that have been introduced as well as those that are currently in progress, and highlights challenges and opportunities for the future. Contributors: Judith Fabian, Conrad Hughes, Alexandra Holland, Lance King, Marjorie Lope, Patricia Villegas, Gareth Hegarty, Hege Myhre, Michael Huber, Oyndrilla Mukherjee, Anthony Hemmens, and Gillian Ashworth.
Global Citizenship Education
This chapter defines the construct of the international school by pointing out the somewhat contradictory nature of its ideological and administrative purpose. In analyzing the troublesome construct of the international school, emphasis is placed on the relationship such schools tend to have with their local communities, showing there is a gap between discourse and practice. This opens the debate on the construct of global citizenship and global citizenship education (GCE). The two tensions that run through all of these different notions (international school, global citizenship, GCE) are, on the one hand, tension between local and global affiliations and, on the other, tension between a human rights rhetoric dedicated to sustainability and privileged cosmopolitan elitism. The chapter concludes with examples and suggestions of international school curricular directions that have the potential to unify the local with the global, thereby reducing the distance between mission and reality.
English A for the Diploma
Adkins, J. & Hughes, C. (2011). English A for the Diploma. Harlow: Pearson Baccalaureate.
Literature is an exciting new textbook with integrated online resources, which comprehensively covers the 2011 English: Literature syllabus. For students and teachers of the International Baccalaureate Diploma, written and developed by a practising IB teacher, assistant examiner and workshop leader.
