Search

The article focuses on cultural policy the Arts by politician Jeremy Corbyn. It states that Corbyn's proposals for national plan for the publicly funded arts, culture and heritage sector involves restoring arts funding as economy recovers, addressing regional imbalances, education and participation, tackling exploitation and encouraging diversity. It mentions that Corbyn suggests that government should consider proposals made to consider dance and drama in curriculum as subjects.

This article presents the finding of an action research project examining the dynamics of classroom relationships and perceptions of how rights and identities operated in an all boys' comprehensive school in the English West Midlands in the late 1990s. The research was conducted over 4 years. The paper describes how the research school explicitly and implicitly creates, condones and sustains aggression through an authoritarian management style. The experiences of students and staff are reflected on, articulating their discomfort with non-participation and divisive practices. Commitment to the individual is at best transient and this undermines self-confidence and development. The paper advocates active exploration of identities within a trusted and inclusive environment. A strong sense of self was found to be essential. Current practice plays no attention to the personal, negating its importance. This was found to be detrimental to all, with implications far beyond the school context. In conclusion, the paper recommends the adoption of a democratic ethos as the best way to provide schooling which supports holistic and reflective growth for all. [ABSTRACT FROM AUTHOR]

This paper presents the findings of an action research project designed to examine the dynamics of classroom relationships and perceptions of how rights and identities operate in an all boys' comprehensive school in the English West Midlands. The principal aims of the research were to examine the feasibility of adopting a human rights framework as a basis for school life and to evaluate subsequent relationships and identities. The first section of this paper examines the potential of human rights education to promote constructive relationships and manage conflict. It takes the 1989 United Nations Convention on the Rights of the Child as its framework for action. We then outline the methodology adopted and consider how the classroom environment affects and is affected by those working within it. We reflect on the expression of identities and understandings of rights and responsibilities in the classroom by both students and teachers and the impact of these understandings and of masculine identities on classroom management. Although we recognise the findings of action research are necessarily situation specific and possibly transient and/or changeable, we draw on these findings to develop a model which may be of value to those seeking to develop schools as human rights communities. [ABSTRACT FROM AUTHOR]