Audrey Osler
Biographic Data
| ID | 644191 |
|---|---|
| NAME | Audrey Osler |
| GIVEN NAMES | Audrey |
| FAMILY NAME | Osler |
| SIGNATURE | OSLER A |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0001-8462-0749 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 91 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Nordic Perspectives on Human Rights Education: Research and Practice for Social Justice
Drawing on some of the book’s contributions, this chapter reflects on human rights education (HRE) in the Nordic region in the context of a resurgence of populist politics and renewed fervour for nationalist policies across several countries as they cope with the aftermath of the global financial crisis and economic downturn in 2008. Recent elections across Europe have also witnessed a surge in support for parties that promote xenophobic national…
The Long Struggle for Educational Equity in Britain: 1944-2023
In this essay, I take the long view in reviewing initiatives for educational equity in Britain, examining both official initiatives and grassroots struggles for equitable educational outcomes over the past eighty years. I frame education policies in the context of other social policies from the immediate post-World War II era, notably the provision of universal health care, welfare, and the changing legal frameworks relating to equalities and imm…
Power, Politics and Children’s Citizenship: The Silencing of Civil Society
Children remain marginalised in theoretical analyses of citizenship and political rights, with their partial citizenship status attracting minimal attention. We consider the ontological need for political engagement, children’s political agency and intergenerational justice. We discuss how Derrida’s hospitality concept may inform analyses of power structures that serve to exclude children from the demos. We then examine the case of Japan where ed…
The rhetoric and reality of human rights education: Policy frameworks and teacher perspectives
A multicultural society that equates Christian and humanist values with human rights denies pluralism, placing human rights culture at risk. We examine Norwegian education policy discourses, noting human rights as a key feature of national identity, said to underpin schooling. Education policy maintains distinctions between those who embody national values and migrant others who need to learn them. We analyse the human rights-related competences …
Education, migration and citizenship in Europe: Untangling policy initiatives for human rights and racial justice
The 21st century has seen changes in migration patterns in Europe with implications for schooling and civic education: movement from eastern and central European Union member states to western Europe; increased movement between member states for study or work; and growth in the numbers of migrants and refugees seeking asylum in Europe as a result of regional conflicts and global inequalities. This article reviews European standards and policy fra…
The right to intercultural education: Students’ perspectives on schooling and opportunities for reconciliation through multicultural engagement in Bosnia and Herzegovina
In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina’s three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students’ right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights o…
Reflections on structural inequality, struggle and the meanings of citizenship: A zainichi Korean teacher narrative
Teachers across the globe engage in day-to-day struggles for justice, often with support from unions and community-led groups. Teacher narratives reveal opportunities forbuilding an inclusive theory and practice of education for social justice. I profile one teacher, a third generation zainichi Korean permanent resident in Japan, employed to teach ethnic studies. Her account highlights teachers’ political and moral responsibilities, and ways in w…
Teacher Education and Human Rights
Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Dra…
Intercultural empathy among Norwegian students: An inclusive citizenship perspective
In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students’ intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citi…
The stories we tell: Exploring narrative in education for justice and equality in multicultural contexts
This paper focuses on the role of narrative in enabling educational processes to support justice and equality in multicultural societies. It draws on Bhabha’s (2003) concept “the right to narrate”, arguing that conceptions of multicultural education which focus exclusively on the nation are insufficient in a globalized and interdependent world. National narratives, promoted through history and citizenship education, not only deny minorities’ pers…
Human Rights Education, Postcolonial Scholarship, and Action for Social Justice
In our global age, educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that human rights education (HRE) is a site of struggle in which human rights and democracy need to be constantly renewed. It contextualizes HRE within a critical, reflective postcolonial framework that nonetheless recognizes modernist principles of universal rights.…
Challenges and complexity in human rights education: Teachers’ understandings of democratic participation and gender equity in postconflict Kurdistan-Iraq
This paper examines tensions in implementing human rights education (HRE) in schools in Kurdistan-Iraq, both for teachers and for policy-makers, juggling nation-building and its application through schooling and child rights. We draw on documentary sources and fieldwork in two governorates, including classroom observations and interviews with education professionals. The UN Convention on the Rights of the Child confirms the right to HRE, includin…
Bringing Human Rights Back Home: Learning from “Superman” and Addressing Political Issues at School
Human rights are commonly conceived as more relevant to foreign policy than day-to-day living. Drawing on Eleanor Roosevelt’s conception of human rights as beginning close to home, this article illustrates how human rights principles might inform everyday processes of schooling and learning to live together. It considers rights to, in and through education, exploring ways in which Banks et al.’s (2005) assertion that human rights should underpin …
Teacher interpretations of citizenship education: National identity, cosmopolitan ideals, and political realities
Citizenship education typically focuses on the nation and citizens’ supposed natural affinity to the nation‐state. In this global age, this is challenged by cosmopolitans who propose a form of education which encourages a primary commitment to fellow humanity and/or the planet Earth. However, citizenship education has been re‐emphasized by those who assert that in a globalized world and nation‐states characterized by diversity, one requires a pri…
École: L’égalité raciale peut-elle être inspectée
ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement
Le racisme institutionnel: De l’invention politique à la recherche d’outils
Education for democratic citizenship: A review of research, policy and practice 1995–2005 1
This paper provides a synthesis of the scholarly literature on education for democratic citizenship (EDC) in the school sector in England since 1995. Following the publication of the Crick Report, citizenship education was introduced to secondary schools in 2002 as a statutory subject. Primary schools are also required to show, through inspection, how they are preparing learners for citizenship. The implementation of citizenship as a National Cur…
Excluded girls: Interpersonal, institutional and structural violence in schooling
School exclusion and violence are defined with boys as the reference point and relatively little attention is given to the various forms of exclusion—disciplinary exclusion, self‐exclusion and withdrawal from learning—to which girls are subject. Girls in difficulty at school receive less attention than their male peers from policy‐makers, teachers and researchers. They find it more difficult to access resources. The concept of exclusion needs to …
The ethnic minority achievement grant: A critical analysis
This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ re…
Learning for Cosmopolitan Citizenship: Theoretical debates and young people's experiences
Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people which are often presented in justifying citizenship education. Extending political theorist David Held's model of cosmopolitan democracy, the authors propose the term education for cosmopolitan citizenship. They …
Girls and Exclusion
The widespread view that girls are succeeding in education and are therefore 'not a problem' is a myth. By drawing directly on girls' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls. This book demonstrates how the social and educational needs of girls and young women have slipped down the …
Education for Human Rights and Citizenship in a Multicultural Society: Making a Difference
British society is infused with institutional racism, according to the 1999 Stephen Lawrence Inquiry report 2 . The report's findings and recommendations, which place considerable emphasis on the role which education can play in preventing and addressing racism, were acknowledged and largely accepted by the British Government Schools face a number of challenges if they are to address institutional racism and meet the needs of all children as citi…
Can Race Equality be Inspected? Challenges for Policy and Practice Raised by the OFSTED School Inspection Framework
Although the system of school inspection in England has not changed radically since the 1997 general election, one significant policy development is that the Labour Government has given the Office for Standards in Education (OFSTED), the school inspection agency for England, a lead role in monitoring how schools are preventing and addressing racism. This article draws on findings from research funded in 1999‐2000 by the Commission for Racial Equa…
Intercultural Education and Foreign Language Learning: Issues of racism, identity and modernity
This article examines a particular attempt to represent ethnic and cultural diversity in the context of materials produced for advanced adult learners by the Open University. The course materials are designed to support distance learning of French language and culture. The authors argue that language learning has a particular political importance within the context of Europe, and note that foreign language learning policies are intended to have a…
Children's rights, responsibilities and understandings of school discipline
This paper reports on research carried out with pupils in five English schools to establish their understandings of effective school discipline. It formed part of a broader research project to identify strategies which schools and local education authorities have adopted to minimize the use of exclusion from school as a disciplinary measure. Pupils were asked about relationships in school; systems of rewards and sanctions; specific problems which…
Excluded girls: Interpersonal, institutional and structural violence in schooling
School exclusion and violence are defined with boys as the reference point and relatively little attention is given to the various forms of exclusion—disciplinary exclusion, self‐exclusion and withdrawal from learning—to which girls are subject. Girls in difficulty at school receive less attention than their male peers from policy‐makers, teachers and researchers. They find it more difficult to access resources. The concept of exclusion needs to …
Human Rights Education, Postcolonial Scholarship, and Action for Social Justice
In our global age, educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that human rights education (HRE) is a site of struggle in which human rights and democracy need to be constantly renewed. It contextualizes HRE within a critical, reflective postcolonial framework that nonetheless recognizes modernist principles of universal rights.…
Children's rights and citizenship: Some implications for the management of schools
No Abstract
The Educational Experiences and Career Aspirations of Black and Ethnic Minority Undergraduates
Although there is a considerable body of literature on black and ethnic minority students and schooling we know relatively little about those who are successful within the school system or about their experiences within higher education. This article focuses on the educational experiences of a small sample of black and ethnic minority undergraduates in Britain, examining both their schooling and their more recent experiences of higher education. …
Education, migration and citizenship in Europe: Untangling policy initiatives for human rights and racial justice
The 21st century has seen changes in migration patterns in Europe with implications for schooling and civic education: movement from eastern and central European Union member states to western Europe; increased movement between member states for study or work; and growth in the numbers of migrants and refugees seeking asylum in Europe as a result of regional conflicts and global inequalities. This article reviews European standards and policy fra…
Intercultural empathy among Norwegian students: An inclusive citizenship perspective
In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students’ intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citi…
Bringing Human Rights Back Home: Learning from “Superman” and Addressing Political Issues at School
Human rights are commonly conceived as more relevant to foreign policy than day-to-day living. Drawing on Eleanor Roosevelt’s conception of human rights as beginning close to home, this article illustrates how human rights principles might inform everyday processes of schooling and learning to live together. It considers rights to, in and through education, exploring ways in which Banks et al.’s (2005) assertion that human rights should underpin …
Intercultural Education and Foreign Language Learning: Issues of racism, identity and modernity
This article examines a particular attempt to represent ethnic and cultural diversity in the context of materials produced for advanced adult learners by the Open University. The course materials are designed to support distance learning of French language and culture. The authors argue that language learning has a particular political importance within the context of Europe, and note that foreign language learning policies are intended to have a…
Children's rights, responsibilities and understandings of school discipline
This paper reports on research carried out with pupils in five English schools to establish their understandings of effective school discipline. It formed part of a broader research project to identify strategies which schools and local education authorities have adopted to minimize the use of exclusion from school as a disciplinary measure. Pupils were asked about relationships in school; systems of rewards and sanctions; specific problems which…
Challenges and complexity in human rights education: Teachers’ understandings of democratic participation and gender equity in postconflict Kurdistan-Iraq
This paper examines tensions in implementing human rights education (HRE) in schools in Kurdistan-Iraq, both for teachers and for policy-makers, juggling nation-building and its application through schooling and child rights. We draw on documentary sources and fieldwork in two governorates, including classroom observations and interviews with education professionals. The UN Convention on the Rights of the Child confirms the right to HRE, includin…
The right to intercultural education: Students’ perspectives on schooling and opportunities for reconciliation through multicultural engagement in Bosnia and Herzegovina
In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina’s three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students’ right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights o…
The ethnic minority achievement grant: A critical analysis
This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ re…
Teachers' biographies and educational development: A Kenyan case study
Power, Politics and Children’s Citizenship: The Silencing of Civil Society
Children remain marginalised in theoretical analyses of citizenship and political rights, with their partial citizenship status attracting minimal attention. We consider the ontological need for political engagement, children’s political agency and intergenerational justice. We discuss how Derrida’s hospitality concept may inform analyses of power structures that serve to exclude children from the demos. We then examine the case of Japan where ed…
Education for Human Rights and Citizenship in a Multicultural Society: Making a Difference
British society is infused with institutional racism, according to the 1999 Stephen Lawrence Inquiry report 2 . The report's findings and recommendations, which place considerable emphasis on the role which education can play in preventing and addressing racism, were acknowledged and largely accepted by the British Government Schools face a number of challenges if they are to address institutional racism and meet the needs of all children as citi…
Can Race Equality be Inspected? Challenges for Policy and Practice Raised by the OFSTED School Inspection Framework
Although the system of school inspection in England has not changed radically since the 1997 general election, one significant policy development is that the Labour Government has given the Office for Standards in Education (OFSTED), the school inspection agency for England, a lead role in monitoring how schools are preventing and addressing racism. This article draws on findings from research funded in 1999‐2000 by the Commission for Racial Equa…
Socialisation of school children and their education for democratic values and human rights
Socialisation of school children and their education for democratic values and human rights
Development Education in a Developing Country: A study of curriculum innovation in primary schools
(1994). Development Education in a Developing Country: a study of curriculum innovation in primary schools. Compare: A Journal of Comparative and International Education: Vol. 24, No. 1, pp. 79-92
Teachers' biographies and educational development: A Kenyan case study
Children's rights and citizenship: Some implications for the management of schools
No Abstract
The Educational Experiences and Career Aspirations of Black and Ethnic Minority Undergraduates
Although there is a considerable body of literature on black and ethnic minority students and schooling we know relatively little about those who are successful within the school system or about their experiences within higher education. This article focuses on the educational experiences of a small sample of black and ethnic minority undergraduates in Britain, examining both their schooling and their more recent experiences of higher education. …
Intercultural Education and Foreign Language Learning: Issues of racism, identity and modernity
This article examines a particular attempt to represent ethnic and cultural diversity in the context of materials produced for advanced adult learners by the Open University. The course materials are designed to support distance learning of French language and culture. The authors argue that language learning has a particular political importance within the context of Europe, and note that foreign language learning policies are intended to have a…
Children's rights, responsibilities and understandings of school discipline
This paper reports on research carried out with pupils in five English schools to establish their understandings of effective school discipline. It formed part of a broader research project to identify strategies which schools and local education authorities have adopted to minimize the use of exclusion from school as a disciplinary measure. Pupils were asked about relationships in school; systems of rewards and sanctions; specific problems which…
Education for Human Rights and Citizenship in a Multicultural Society: Making a Difference
British society is infused with institutional racism, according to the 1999 Stephen Lawrence Inquiry report 2 . The report's findings and recommendations, which place considerable emphasis on the role which education can play in preventing and addressing racism, were acknowledged and largely accepted by the British Government Schools face a number of challenges if they are to address institutional racism and meet the needs of all children as citi…
Can Race Equality be Inspected? Challenges for Policy and Practice Raised by the OFSTED School Inspection Framework
Although the system of school inspection in England has not changed radically since the 1997 general election, one significant policy development is that the Labour Government has given the Office for Standards in Education (OFSTED), the school inspection agency for England, a lead role in monitoring how schools are preventing and addressing racism. This article draws on findings from research funded in 1999‐2000 by the Commission for Racial Equa…
Learning for Cosmopolitan Citizenship: Theoretical debates and young people's experiences
Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people which are often presented in justifying citizenship education. Extending political theorist David Held's model of cosmopolitan democracy, the authors propose the term education for cosmopolitan citizenship. They …
Girls and Exclusion
The widespread view that girls are succeeding in education and are therefore 'not a problem' is a myth. By drawing directly on girls' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls. This book demonstrates how the social and educational needs of girls and young women have slipped down the …
The ethnic minority achievement grant: A critical analysis
This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ re…
Education for democratic citizenship: A review of research, policy and practice 1995–2005 1
This paper provides a synthesis of the scholarly literature on education for democratic citizenship (EDC) in the school sector in England since 1995. Following the publication of the Crick Report, citizenship education was introduced to secondary schools in 2002 as a statutory subject. Primary schools are also required to show, through inspection, how they are preparing learners for citizenship. The implementation of citizenship as a National Cur…
Excluded girls: Interpersonal, institutional and structural violence in schooling
School exclusion and violence are defined with boys as the reference point and relatively little attention is given to the various forms of exclusion—disciplinary exclusion, self‐exclusion and withdrawal from learning—to which girls are subject. Girls in difficulty at school receive less attention than their male peers from policy‐makers, teachers and researchers. They find it more difficult to access resources. The concept of exclusion needs to …
École: L’égalité raciale peut-elle être inspectée
ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement
Le racisme institutionnel: De l’invention politique à la recherche d’outils
Teacher interpretations of citizenship education: National identity, cosmopolitan ideals, and political realities
Citizenship education typically focuses on the nation and citizens’ supposed natural affinity to the nation‐state. In this global age, this is challenged by cosmopolitans who propose a form of education which encourages a primary commitment to fellow humanity and/or the planet Earth. However, citizenship education has been re‐emphasized by those who assert that in a globalized world and nation‐states characterized by diversity, one requires a pri…
Challenges and complexity in human rights education: Teachers’ understandings of democratic participation and gender equity in postconflict Kurdistan-Iraq
This paper examines tensions in implementing human rights education (HRE) in schools in Kurdistan-Iraq, both for teachers and for policy-makers, juggling nation-building and its application through schooling and child rights. We draw on documentary sources and fieldwork in two governorates, including classroom observations and interviews with education professionals. The UN Convention on the Rights of the Child confirms the right to HRE, includin…
Bringing Human Rights Back Home: Learning from “Superman” and Addressing Political Issues at School
Human rights are commonly conceived as more relevant to foreign policy than day-to-day living. Drawing on Eleanor Roosevelt’s conception of human rights as beginning close to home, this article illustrates how human rights principles might inform everyday processes of schooling and learning to live together. It considers rights to, in and through education, exploring ways in which Banks et al.’s (2005) assertion that human rights should underpin …
The stories we tell: Exploring narrative in education for justice and equality in multicultural contexts
This paper focuses on the role of narrative in enabling educational processes to support justice and equality in multicultural societies. It draws on Bhabha’s (2003) concept “the right to narrate”, arguing that conceptions of multicultural education which focus exclusively on the nation are insufficient in a globalized and interdependent world. National narratives, promoted through history and citizenship education, not only deny minorities’ pers…
Human Rights Education, Postcolonial Scholarship, and Action for Social Justice
In our global age, educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that human rights education (HRE) is a site of struggle in which human rights and democracy need to be constantly renewed. It contextualizes HRE within a critical, reflective postcolonial framework that nonetheless recognizes modernist principles of universal rights.…
Teacher Education and Human Rights
Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Dra…
Intercultural empathy among Norwegian students: An inclusive citizenship perspective
In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students’ intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citi…
Reflections on structural inequality, struggle and the meanings of citizenship: A zainichi Korean teacher narrative
Teachers across the globe engage in day-to-day struggles for justice, often with support from unions and community-led groups. Teacher narratives reveal opportunities forbuilding an inclusive theory and practice of education for social justice. I profile one teacher, a third generation zainichi Korean permanent resident in Japan, employed to teach ethnic studies. Her account highlights teachers’ political and moral responsibilities, and ways in w…
The right to intercultural education: Students’ perspectives on schooling and opportunities for reconciliation through multicultural engagement in Bosnia and Herzegovina
In post-conflict societies, such as Bosnia and Herzegovina, education is recognised as a key factor in reconciliation. Yet the 1995 Dayton Peace Agreement set in process arrangements that mean that Bosnia and Herzegovina’s three constituent ethnic groups (Bosniaks, Croats and Serbs) are educated separately. This paper examines students’ right to integrated schooling and an intercultural education, in keeping with the UN Convention on the Rights o…
Political science (27 works) · Sociology (26 works) · Law (21 works) · Pedagogy (16 works) · Politics (15 works) · Global Education and Multiculturalism (14 works) · Law (12 works) · Peace and Human Rights Education (12 works) · Citizenship (11 works) · Human rights (11 works)