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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 The trappings of order : linguistic features of anglophone Caribbean administrative writing Oenbring, Raymond; Klumm, Matthias In: English world-wide. - Amsterdam [u.a.] : Benjamins 43 (2022) 1, 66-95 BLLDB Show details 2 Intensifying and downtoning in South Asian Englishes : empirical perspectives Funke, Nina; Bernaisch, Tobias In: English world-wide. - Amsterdam [u.a.] : Benjamins 43 (2022) 1, 33-65 BLLDB Show details 3 ФАКТОР ДОВЕРИЯ В ДИСКУРСИВНОЙ ПРАКТИКЕ СОЦИАЛЬНОГО РАБОТНИКА ВЕЛИКОБРИТАНИИ ... : TRUST FACTOR IN THE DISCOURSE PRACTICE OF A SOCIAL WORKER IN GREAT BRITAIN ... Кутяева Ольга Михайловна; Коновод Наталья Сергеевна. - : Вестник Тувинского государственного университета. Социальные и гуманитарные науки, 2022 BASE Show details 4 Multilingualism and Social Inclusion in Scotland: Language Options and Ligatures of the "1+2 Language Approach" Kanaki, Argyro In: Social Inclusion ; 9 ; 1 ; 14-23 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022) BASE Show details 5 On Early English Pronunciation, With Especial Reference to Shakspere and Chaucer Ellis, Alexander John, 1814-1890. - 2022 BASE Show details 6 A moral education? British values, colour-blindness, and preventing terrorism Winter, Christine; Heath-Kelly, Charlotte; Amna, Kaleem; Mills, China. - : Sage Publications Ltd., 2022 Abstract: The Prevent strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers and Prevent/British Values trainers engage with this curriculum by conducting individual interviews in two multicultural secondary schools in England, framing the study in recent work on colour-blindness. We found that whilst multiculturalism was celebrated, discussion about everyday structural racism was avoided. Critical thinking was performed strategically, and classrooms were securitised as sites for identifying potential safeguarding referrals. Moral education, colour-blindness and safeguarding intersected to negate racialised experiences, whilst exposing students and teachers to racialised Prevent referrals. Keyword: DA Great Britain; HT Communities. Classes. Races; HV Social pathology. Social and public welfare; LC Special aspects of education URL: http://wrap.warwick.ac.uk/148006/1/WRAP-moral-education-British-values-colour-blindness-preventing-terrorism-Heath-Kelly-2021.pdf https://doi.org/10.1177/0261018321998926 http://wrap.warwick.ac.uk/148006/ BASE Hide details

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