This site may be a very valuable resource for PSHE Who do we think we are
The site has been set up by (amongst others) – the Association for Citizenship Teaching, Citizenship Foundation, Historical Association and the Royal Geographical Society – and is funded by the DCSF.
Here’s what they say about the site ..
Teachers have accepted for a long time that students should learn about the negative effects of racism on people’s lives. Indeed, schools are required by the Race Relations (Amendment) Act 2000 to promote positive race relations. More recently, schools were given a new duty to promote community cohesion (inserted into the Education Act, 2002 by the Education and Inspections Act, 2006).
For their own welfare, students also need to know what the law says about racism and hate crime. The law can deter potential offenders and protect potential victims but education can go farther than the law by helping young people examine their own attitudes to other people and other faiths and explore difference, whether real or perceived, through rational and logical debate. All of these processes are known to contribute to higher levels of tolerance towards ‘people of difference’.
Teaching about identity however, appears a more difficult task altogether. In the first place, many aspects of a person’s identity are private and may rightly be of no concern to the teacher. And in any case, many young people are still in the process of discovering their true identities, which may continue to develop over time. So the question facing teachers is ‘what aspects of a person’s identity are relevant to the issue of diversity and community cohesion and how can education do anything to influence someone’s identity?’
Following the London bombings of July 7th 2005, concerns grew that many young people, particularly of the Muslim faith, were failing to become fully integrated into British society. The problem appears to be most serious amongst the children of migrants rather than the migrants themselves. One theory1 suggests that in such circumstances, second generation migrants grow up between two worlds, not feeling fully part of their parents’ world and yet not fully belonging to the society of the host country. Some young people, as a result may become more religious than their parents, as a way of affirming who they are.
Education can help young people of all faiths, and none, develop into citizens who feel part of society and who want to participate in it to make it and the wider world a better place to live in. If young people, whether Muslim or not, feel that the education they are offered does not meet their needs, they may look elsewhere for recognition and validation.