TY  - BOOK
AU  - Ayikaaley Sawyerr,Alice Akoshia
AU  - Adam Bagley,Christopher
TI  - Equality and Ethnic Identities: Studies of Self-Concept, Child Abuse and Education in a Changing English Culture 
T2  - Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
SN  - 9789463510806
AV  - LC3736.G6 
U1  - 371.829 23
PY  - 2017///
CY  - Leiden, , Boston
PB  - Brill | Sense
KW  - Children of minorities
KW  - Education
KW  - Great Britain
KW  - Identity (Psychology) in children
KW  - Multicultural education
N1  - Includes bibliographical references and index; Preliminary Material -- African and Russian Journeys -- Social Class, Ideology and Identity -- Critical Realism and Dialectical Critical Realism -- Child-Centred Humanism (CCH) -- Equality and Ethnicity in England 1968 To 2008 -- Ethnicity, Gender and Identity -- A Critical Realist Case Study of a Multi-Ethnic, Inner City Day Nursery -- Child Maltreatment and Mental Health -- Conclusions -- References -- Excluded Youth in Britain -- England’s Sure Start Pre-School Child Care Centres -- About the Authors -- Index; Available to subscribing member institutions only
N2  - This book combines history, sociology, psychology and educational policy in research on a 40-year, crucial phase of development of ethnic identity, ethnic relations and educational and social policies for children in England, from pre-school to secondary school. The authors show how nursery children of different ethnicities interact in beginning their identity journeys in a culture of both inequality, and evolving ethnic relationships and patterns of harmony, in Britain’s developing multicultural society. In looking at self-concept development in secondary school children through the lens of various kinds of child maltreatment, Alice Sawyerr and Christopher Bagley argue that ethnic minority children are psychological survivors, and African-Caribbean girls especially are making strong identity steps—it is the “poor whites” who will make up the precariat, the reserve army of labour, who are left behind in structures of inequality
UR  - http://dx.doi.org/10.1007/978-94-6351-080-6
ER  -