Cathie Holden

Remembering the future: what do children think?

This paper looks at the growing interest in exploring alternative futures and in particular at the need for a futures perspective in education. It looks at the ways in which educators are responding to this and at the concerns expressed by young people themselves about the future. The value of a futures perspective in work exploring issues of environment and sustainability, whether in local or global contexts, is stressed.

Giving Girls a Chance: patterns of talk in co‐operative group work

ABSTRACT Whilst there has been much research into differences between boys’ and girls’ involvement in talk in whole class situations, there have been fewer studies analysing the nature of this talk in group work. This study uses episodes of mathematics/technology and language group work to investigate the differences between boys’ and girls’ involvement in talk and the nature of that talk. Findings show that boys and girls contribute differently depending on the curriculum area engaged in, and a clear pattern emerges of how talk is affected by the particular gender balance of the group. Furthermore, the quality of the talk is influenced by the gender balance. In particular the abstract level of talk achieved by girls is depressed when the group composition has more boys than girls.

Concerned citizens: children and the future

Recent initiatives in England have promoted education for citizenship, including teaching about topical global issues, for both primary and secondary pupils. Little is known, however, of primary children’s interest in this area or the extent to which they see themselves as active citizens. This article reports on a study into primary children’s hopes and fears for the future at personal, local and global levels, their action for change and the contribution of schools. The research replicates a similar study undertaken 10 years ago. Findings indicate that children are concerned about particular local and global issues - including poverty, conflict, violence and the environment - and want solutions. There are differences in the responses of girls and boys, and in the responses of the 1994 and 2004 cohorts. Possible reasons for these are discussed as are curriculum implications for citizenship education in both primary and secondary schools.

‘Heaven help the teachers!’ Parents' perspectives on the introduction of education for citizenship

Education for citizenship has the teaching of social and moral education, community involvement and political literacy at its core. Perhaps more than any other curriculum area, the influence of the home is significant, yet little is known of the extent to which parents support the teaching of citizenship. This paper presents the findings from a case study into the perspectives of thirty‐six parents in two primary and one secondary school. Although there is diversity of opinion among the parents, the majority support the work of their childs school in social and moral education and want more information about what is done. There is less support for community involvement and for the teaching of political literacy, although this varies according to the age of the child and social class.

Citizenship in the Primary School: Going Beyond Circle Time

Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.

Assessment at Key Stage One: its effects on parents, teachers and classroom practice

Abstract As part of the 1988 Education Reform Act, standardized assessment procedures have been introduced in England and Wales within an explicit market philosophy in which schools are seen as ‘traders’ supplying a product for the benefit of their ‘consumers’ ‐‐ the parents. This market model of education is based on a number of assumptions about the perceptions, attitudes and behaviour of both parents and teachers. The research reported here aims to examine some of these assumptions in the context of national assessment at Key Stage One. A sample was drawn up of 123 children (mean age, 7 years) from 20 contrasting schools in the South and South‐West of England. All the children underwent standardized assessment in the summer of 1992. The parents and teachers of these children were interviewed individually before the administration of standardized assessment tasks (SATs) and again after the SAT results had been reported to parents. Observations of ongoing teacher assessment were also made after the SAT p...

Teaching the tricky bits: Topical, political and controversial issues

Teaching about controversial and topical and political issues has consistently been a difficult area for primary teachers, with many worrying about their professional role. Drawing on recent research and curriculum innovation this paper suggests that there are three key areas to be addressed if we are to allay these concerns: the teachers role in handling controversial issues, appropriate teaching strategies and opportunities in the primary curriculum for addressing controversy and political issues. It suggests possible approaches and gives two extended examples of lessons for the primary classroom.

Parents and Entitlement: a fair deal for all?

Recent legislation in England and Wales has aimed to bring a market philosophy into education. Schools are under increasing pressure to provide the kind of education that parents value, or face extinction. It is therefore of crucial importance that teachers are aware of what parents want and can respond accordingly. Our research, based on over 240 in‐depth interviews with both teachers and parents, has focussed on two issues: the extent to which parents and teachers hold differing views and differing values, and the extent to which each group is aware of the perceptions of the other. The focus had been on assessment and reporting at Key Stage one: its usefulness, implementation and parental involvement. Our findings show that most teachers think that parents know enough about the new assessment procedures and do not wish to know more, whereas most parents want to know more and to be more involved. Furthermore a quarter of the teachers show evidence of pre‐judging certain parents according to social class....

Tomorrow's Citizens: The Differing Concerns of Girls and Boys

The visions that young people hold for their personal futures and the concerns they have for their community and the wider world are indicators of the values held by todays boys and girls. By documenting such concerns we can begin to understand the kind of society young people wish for and are prepared to work towards for the next century. This article describes recent work with children aged 7,11,14 and 18. It looks at their hopes and fears for the future, the kind of future they envisage for themselves and for the world, and the action they take towards creating a better future. Its specific focus is the differences in response between boys and girls which were most evident in relation to environmental concern, political awareness, social and family relationships and the advent of new technology.

A position paper: Creativity, older people and health

Abstract One of the most significant features of society in the 21st century is the tendency for people in the later stages of their lives to want to play a more participative role. Seeking to be creative, offering community leadership, taking a second career are just some examples of what is becoming commonplace. However, one of the biggest problems we face is that those who are less visible in the community, such as older and retired people, or people living in isolated rural areas, usually have fewer opportunities to meet people and thus can easily find themselves disengaged from society. This can frustrate their desires to participate in society. Many may then become depressed and lonely, lacking the motivation to become re-engaged with their neighbourhood. They then gradually lose their identity as valuable and valued members of society, and often their health begins to suffer as well, producing personal distress and imposing additional demands on health care. This position paper proposes a qualitative study of an intervention aimed at improving the lives of older people in terms of issues raised by the literature, and describes appropriate methodology and methods for answering these questions, which we see as essentially educational questions within the framework of lifelong learning.