The Influence of Education on Community Cohesion: Adaptation of Policy to Practice

In the last 15 years, social and community cohesion have become key concepts in European social, migration, and education policy. Although their definitions often remain ambiguous, social and community cohesion typically refer to harmonious coexistence of individuals of all cultural backgrounds within a community. Frequently connected with education at the elementary and secondary level, they are regarded a desirable outcome of compulsory schooling. Drawing on longitudinal data from 2 schools in England, the authors analyze the interplay between national policies of community cohesion and local level practices. In a discussion of the findings, the authors show that, despite the gaps between national policy and local practice, parental and community members’ involvement in school and family education are efficient tools to enhance community cohesion at the local level.

Development of Social Relationships, Interactions and Behaviours in Early Education Settings

Recent research and policy regarding the advantages of early years provision has focused largely on the enhancement and development of cognitive skills for preschoolers. This study, based in the United Kingdom, focuses on a range of cognitive and social skills and identifies beneficial characteristics of a government pilot scheme for 2-year-olds in areas of social disadvantage. Data were collected from nursery managers and parents across six early years settings using a combination of qualitative and quantitative methods centred around in-depth observational techniques focused on children. Results indicate that in addition to the development of cognitive skills, children showed increased confidence and modes of communication and interaction and that these were associated with the varied activities and routines established within the early years settings. Some variations in terms of frequency and quality of interactions, activities and practice were identified in settings; however, interpersonal support for learning and development was consistent across settings.

The Impact of School Leadership on Parental Engagement: a Study of Inclusion and Cohesion

This article focuses on the role played by principals in enhancing parental involvement in primary schools. The schools involved in this research were characterised by a high presence of ethnic minority children and were located in a neighbourhood of low social and economic status in the Midlands region of the United Kingdom. Qualitative methods were employed in order to explore the influence of strong leadership on engagement of the parents. The study spanned a period of four years, giving an opportunity to examine sustainability of the activities introduced by the principals and staff. The findings reported are based on data collected from an Infant and Junior School involved in a number of extra-curricular and curriculum-enhancing projects. It argues that strong leadership fosters engagement of parents in school activities and thus academic achievement of pupils improved over time. The findings bring evidence that the role of the school principal is crucial in the introduction, implementation and sustainability of solutions focused on parental involvement, as well as bringing benefits to the social cohesion of the local community. Full Text:

Rhetoric and Realities of London 2012 Olympic Education and Participation ‘Legacies’: Voices from the Core and Periphery

A legacy emphasis was one of the fundamental pillars of the London 2012 Olympic Games. The notion of an Olympic legacy was predicated on assumptions that the event’s value would not purely derive from the sporting spectacle, but rather, from the ‘success’ of enduring effects met out in London and across the country. For physical education students and practitioners, Olympic legacy agendas translated into persistent pressure to increase inspiration, engagement, participation and performance in the subject, sport and physical activity. Responding to this context, and cogniscent of significant disciplinary scholarship, this paper reports initial data from the first phase of a longitudinal study involving Key Stage Three (students aged 11-13) cohorts in two comparable United Kingdom schools: the first an inner-city (core) London school adjacent to the Olympic Park in Stratford, East London (n=150); the second, a (peripheral) school in the Midlands (n=198). The research involved the use of themed questionnaires focusing on self-reported attitudes toward the Olympic Games, and, experiences of physical education, sport and physical activity. Students from both schools demonstrated a wide variety of attitudes toward physical education and sport; yet, minor variances emerged regarding extreme enthusiasm levels. Both cohorts also expressed considerably mixed feelings toward the impending Olympic Games. Strong and variable responses were also reported regarding inspiration levels, ticketing acquisition and engagement levels. Consequently, this investigation can be read within the broader context of legacy debates, and, aligns well with physical educationalists’ on-going discomfort regarding legacy imperatives being enforced upon the discipline and its practitioners. Our work reiterates a shared disciplinary scepticism that while an Olympic Games may temporarily affect young peoples’ affectations for sport (and maybe physical education and physical activity), it may not provide the best, or most appropriate, mechanism for sustained attitudinal and/or social changes en masse.

Religious Education and Freedom of Religion and Belief

What opportunities and challenges are presented to religious education across the globe by the basic human right of freedom of religion and belief? To what extent does religious education facilitate or inhibit ‘freedom of religion’ in schools? What contribution can religious education make to freedom in the modern world? This volume provides answers to these and related questions by drawing together a selection of the papers delivered at the seventeenth session of the International Seminar on Religious Education and Values held in Ottawa in 2010. These reflections from international scholars, drawing upon historical, theoretical and empirical perspectives, provide insights into the development of religious education in a range of national contexts, from Europe to Canada and South Africa, as well as illuminating possible future directions for the subject.