Art and Environmental Awareness: A Gloucestershire Case Study

It is my premise that art education can make a distinctive and unique contribution towards the development of environmental awareness and that an art department is well suited to lead a whole school response to environmental education. This paper describes three years work during which a schools cluster group has developed environmental sculpture and collaborative performing arts work within a rural community. My conclusions are drawn from direct experience as active researcher and project manager. The project provides an example of what is possible and I hope, inspiration and stimulation for colleagues wishing to develop environmental work within their community. Every community represents a new challenge.     

Level Zero Core Curriculum and Entrance Examination: An Italian Experience

In this paper the mathematical part of the entrance examinations at the Politecnico di Torino is considered; the topics covered are compared with the SEFI Mathematical Working Group Level Zero Core Curriculum. The structure of the examinations is described, and the global results of the examination, in particular Algebra and Trigonometry, are analysed.     

Voices of students with special educational needs (SEN): views on schooling

As important decisions are being made with regard to educational legislation, policy and provision for children with special educational needs (SEN), it is critical that the views of these key stakeholders are heard and considered. This article reports the perspectives of 38 children and young people with special educational needs on their schooling which formed part of a national review of the role of special schools and special classes in Ireland. Findings from the focus groups and individual interviews point to more favourable support for learning and social issues in special schools and special classes than in mainstream classes. Friendship is a recurrent theme in students' accounts and appears to mediate their enjoyment of school. The implications are considered with reference to research, policy and practice and the authors conclude that educators and policy makers should provide increased opportunities for students to play an active part in matters affecting them.     

Inter-Ethnic Relations among Children at School: the perspectives of young people in Scotland

In the UK, policies and academic writings about inter-ethnic relations have witnessed many changes in recent decades, with a growing focus on the effects of different forms of racism and anti-racism. Opinions have been diverse on the extent to which both the majority and minority populations should respect and adapt to each other's traditions. Relatively little research has been undertaken on the experiences and perceptions of children. This article reports on findings from three linked studies which highlight the viewpoints of white and minority ethnic children as they made the transition to secondary schools. With a few exceptions, the children felt that their schools respected their religious practices and other customs. Most children of minority backgrounds had mixed friendship groups and the range of achievements, experiences and attitudes in relation to school were largely unrelated to ethnic background. Hardly any young people saw teachers as overtly racist, though small numbers believed teachers discriminated in favour of other groups. Peer racism was endemic and reported to be more frequent in secondary school than primary school. Teacher responses were often seen as inadequate.