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  1.  8
    Adolescent Discourse on National Identity‐‐Voices of Care and Justice? [1].Bruce Carrington & Geoffrey Short - 1998 - Educational Studies 24 (2):133-152.
    Summary In her highly publicised polemic, All Must Have Prizes (1996), Melanie Phillips launches a scathing attack upon the British educational establishment and various facets of policy and practice during the past three decades. She is especially critical of progressivism and approaches to teaching and learning supposedly predicated upon relativist principles (e.g. multicultural education). Our own research on primary?school children's constructions of British identity (Carrington, B. & Short, G. (1995): What makes a person British? Children's conceptions of their national culture (...)
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  2. Whose Side Are We On? Ethical Dilemmas in Research on 'Race'and Education.Barry Troyna & Bruce Carrington - 1989 - In Robert G. Burgess (ed.), The Ethics of Educational Research. Falmer Press. pp. 205--223.
     
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  3.  19
    What Makes a Person British? Children's Conceptions of Their National Culture and Identity.Bruce Carrington & Geoffrey Short - 1995 - Educational Studies 21 (2):217-238.
    Summary During the past decade, the cultural restorationist wing of the New Right has sought to impose its own anachronistic and sentimental conception of ?British culture? on schools and colleges. This conception, which is little more than a glib celebration of quintessential ?Englishness?, characterises the national culture in largely monolithic and ethnically undifferen?tiated terms. Concerned about the possible pernicious effects of educational policies inspired by such thinking, we present the findings of a recently completed ethnographic study of 8?11 year?olds? conceptions (...)
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  4.  2
    Probing Children's Prejudice‐‐a Consideration of the Ethical and Methodological Issues Raised by Research and Curriculum Development.Bruce Carrington & Geoffrey Short - 1993 - Educational Studies 19 (2):163-179.
    Since the mid-1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to examine the (...)
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  5.  14
    Does the Gender of the Teacher Really Matter? Seven‐ to Eight‐Year‐Olds' Accounts of Their Interactions with Their Teachers.Bruce Carrington, Becky Francis, Merryn Hutchings, Christine Skelton, Barbara Read & Ian Hall - 2007 - Educational Studies 33 (4):397-413.
    In recent years, policy?makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ?role models? in schools continues to have an adverse effect on boys? academic motivation and engagement. Utilizing data from interviews with (...)
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  6.  9
    Who Counts; Who Cares? Scottish Children's Notions of National Identity.Bruce Carrington & Geoffrey Short - 1996 - Educational Studies 22 (2):203-224.
    Summary Compared to the literature on children's racial and ethnic identities, relatively little is known about their understanding of national identity. Such knowledge is necessary if schools are to challenge racism, xenophobia and ethnocentrism effectively. In this paper, we present the findings of a case?study (undertaken in a mainly?white Edinburgh primary school) of 9?11 year?olds? understanding of this complex form of collective identity. Particular attention is given to age?related differences in response. Comparisons are drawn between the Scottish children's conceptions of (...)
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  7.  44
    Unfair Discrimination: Teaching the Principles to Children of Primary School Age.Geoffrey Short & Bruce Carrington - 1991 - Journal of Moral Education 20 (2):157-176.
    This paper describes an initiative to promote social justice in two groups of primary aged children. The initiative was concerned with the extent to which first? and third?year juniors can apply principles of unfair discrimination to issues of gender,?race? and social class having been taught the principles in contexts unrelated to structural inequality. The study provides evidence consistent with the claim that children between the ages of seven and 11 can learn to recognise certain manifestations of unfair discrimination against oppressed (...)
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  8.  6
    A Quintessentially Feminine Domain? Student Teachers' Constructions of Primary Teaching as a Career.Bruce Carrington - 2002 - Educational Studies 28 (3):287-303.
    The prevailing construction of primary teaching in the UK and elsewhere is that of a feminised occupation. In popular discourse, male teachers have been variously depicted as 'unusual', 'ambitious', 'odd' or even 'deviant'. Such constructions have engaged policy makers, academics and practitioners. Although previous research has suggested that working with younger children is more likely to be viewed as a 'woman's job', no large-scale investigation has been conducted into the factors influencing male entry to lower and upper primary teaching. In (...)
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  9.  13
    Pause for Thought: Controversies in the Teaching of Reading.John Williamson & Bruce Carrington - 1991 - Educational Studies 17 (2):135-147.
    The publication of Martin Turner's controversial study on reading levels in primary schools has generated considerable public disquiet and debate. This paper considers some of the arguments for and against the ‘apprenticeship’ approach to the teaching of reading which Turner excoriates and shows that the position is considerably more complex than is suggested by his work. We consider the case for an eclectic investigation of this key area of learning, incorporating a variety of methodologies, both quantitative and qualitative.
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  10.  11
    The Deficit Hypothesis Revisited.Bruce Carrington & John Williamson - 1987 - Educational Studies 13 (3):239-245.
  11.  6
    Antisexist/Antiracist Education ‐‐ a False Dilemma: A Reply to Walkling and Brannigan.Barry Troyna & Bruce Carrington - 1987 - Journal of Moral Education 16 (1):60-65.
    Abstract Writing in the January 1986 issue of the Journal of Moral Education, Walkling and Brannigan draw attention to an apparent conflict between antiracist and antisexist education. They argue that antiracists, by accepting demands from sections of the Muslim community for single?sex and denominational schools, may be seen as inhibiting the emancipation of Muslim girls. We attempt to highlight the conservative implications of their argument and show, among otherthings, that it is premissed upon an impoverished understanding of both antiracist and (...)
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  12.  7
    Schooling in a Multiracial Society: Contrasting Perspectives of Primary and Secondary Teachers in Training.Bruce Carrington, Alan Millward & Geoffrey Short - 1986 - Educational Studies 12 (1):17-35.