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Howarth, Caroline and Andreouli, Eleni
(2014).
DOI: https://doi.org/10.1016/j.ijedudev.2014.06.004
Abstract
In this paper we propose a social psychological framework for studying the role of schools in promoting positive intercultural relations. We draw on data from schools in England where addressing issues of cultural diversity is a key aim of educational practice. We focus specifically on the role of social context in educational activities that tackle discrimination. We consider the socio-political context, local community context, and immediate school context from a social representations theory perspective. Using data from interviews with staff and focus groups with students in schools from three very different localities, we show that the socio-political context may limit schools’ ability to promote positive intercultural relations but also that it is possible for schools to promote broader change from the bottom-up, acting as agents of change at a societal level, i.e. in terms of changing the local and broader societal contexts in which they are located.
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About
- Item ORO ID
- 41947
- Item Type
- Journal Item
- ISSN
- 0738-0593
- Keywords
- educational policy; discrimination; social representations; intercultural relations
- Academic Unit or School
-
Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling > Psychology
Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling
Faculty of Arts and Social Sciences (FASS) - Copyright Holders
- © 2014 Elsevier Ltd.
- Depositing User
- Eleni Andreouli