Audrey Osler – författare

Changing Citizenship supports educators in understanding the links between global change and the everyday realities of teachers and learners. It explores the role that schools can play in creating a new vision of citizenship for multicultural democracies.

Key reading for education researchers and students on PGCE, B.Ed and Masters courses in Education, as well as citizenship teachers and co-ordinators. Changing Citizenship is of interest to all concerned about social justice and young people''s participation in decision-making.

A story of migration, identity and belonging, drawing on the stories of people from Audrey Osler''s mixed-heritage family, over three centuries. Whether or not we trace our families from beyond the shores of Britain, we British people deserve a better understanding of our shared past, and opportunities to explore and recognise the complexities and contractions of empire. Careless or wilful amnesia has allowed the British migration narrative to begin in the mid-twentieth century, with migrants from India, Pakistan and the Caribbean forming the foundation of present-day multicultural Britain. A racist fixation means that some twenty-first-century Britons fantasise that people of colour arrived after World War Two, without any link to the country, to exploit the British welfare state and British hospitality.For people of colour the questions, Where are you from? No, where are you really from? often imply more than simple curiosity. They are political questions of identity, since the assumption (naive or aggressive) is that to be British and to belong you must be white. Says Audrey Osler: ''The British Empire frames and shapes my family''s history. Whether born in Britain, like me or my father, or in some other distant British territory, like my mother, we all continue to experience the legacy of this same empire and the impact of its ambitions, politics, and economics. My family story, back to the eighteenth century, across every generation, is one of migration in different directions, over four centuries, journeys prompted by war, study, a global economic crisis, a fresh start, love, and even child abduction. The stories I tell here reveal as much about Britain as they do about the countries of the British Empire. This is not just my history, it elucidates the largely untold history of a nation and of its citizens, both people of colour and white.''

Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools.

In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights.

Divided into three distinct sections, chapters invite readers to consider:

D­rawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.

Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license.

Chapters 1, 6, 7, 9, 12 and 13 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools.

In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights.

Divided into three distinct sections, chapters invite readers to consider:

D­rawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.

Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license.

Chapters 1, 6, 7, 9, 12 and 13 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

The widespread view that girls are succeeding in education and are therefore ''not a problem'' is a myth. By drawing directly on girls'' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls.

This book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. Osler and Vincent argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy.

Drawing on girls'' own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally.

The book is essential reading for postgraduate students, teachers, policy-makers and LEA staff dedicated to genuine social and educational inclusion.

The widespread view that girls are succeeding in education and are therefore ''not a problem'' is a myth. By drawing directly on girls'' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls.

This book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. Osler and Vincent argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy.

Drawing on girls'' own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally.

The book is essential reading for postgraduate students, teachers, policy-makers and LEA staff dedicated to genuine social and educational inclusion.

Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people’s awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum.

The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers.