Sectarianism and state funded schooling in Scotland. A critical response to the final report of the Advisory Group on Tackling Sectarianism in Scotland

The Scottish Government has recently invested considerable energy and resource into tackling sectarianism in Scotland. They have commissioned reviews of existing research, commissioned new research and funded community based projects. They also appointed an independent Advisory Group in 2012 to investigate the scope of sectarianism and provide some recommendations on how to address sectarianism. This article is focused on the Final Report of the Advisory Group on Tackling Sectarianism in Scotland - April 2015 (Scottish Government, 2015a) and the key statements in this Final Report that refer to state funded school education. The article argues that there is much to commend in the Final Report and provides a critical examination of the discussion of the relationship between school education and sectarianism and the contribution of school education to anti-sectarian activities and education

How will Brexit affect Scottish education?

No abstract available

Poverty proofing schools

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A complex relationship

No abstract available

Common Cause: An Oral History of the World War II Home Front

In excerpts drawn from Musselman Library\u27s Oral History Archive, the World War II years are recalled by dozens of the men and women—adults, teenagers, children—who endured them on the home front. The home front experience was by turns exhilarating, fearsome, depressing, and banal. Some civilians had it relatively easy, while others had it hard. Righteous confidence was offset by looming uncertainty, patriotism was often buttressed by bigotry, and the joys of victory and reunion were shadowed by irreplaceable losses. In this volume, the speech of ordinary citizens in extraordinary times is augmented by abundant illustration, much of it in color—photographs, posters, artifacts, and other evocations of a past that still fascinates us. Through word and image, in tones of humor, warmth, anger, and sadness, Common Cause brings back the unique features of American life at that time, and the daily reality of being a nation at war.https://cupola.gettysburg.edu/books/1149/thumbnail.jp

Encounters with Eisenhower: Personal Reminiscences Collected to Mark the 125th Anniversary of the Birth of Dwight D. Eisenhower

The general who orchestrated the greatest amphibian invasion in history, and led Allied forces in the great crusade to crush Adolf Hitler’s armies, subsequently became a popular two-term president of the United States. In the annals of American success stories, it’s hard to beat the life that Dwight D. Eisenhower made. Yet this heroic figure was also a “natural man,” as one of the contributors to this volume of personal reminiscences suggests. Lady Dill was referring to Eisenhower’s humanity and lack of pretense. Unlike other leading figures of his day—including a certain five-star general who orchestrated the American island-hopping campaign in the Pacific Theatre during World War II—Eisenhower was relatable to the average man or woman, whatever his or her status, standing, or role. [excerpt]https://cupola.gettysburg.edu/books/1080/thumbnail.jp

Child slavery and child labour

Child slavery and child labour deny children their God-given dignity and freedom, and their right to education. Catholic Social Teaching is unequivocal in resolute condemnation of child slavery and child labour, in all of their forms

Problemy integratsii religioznykh men'shinstv: keysy Evropeyskogo Soyuza i Rossiyskoy Federatsii = The challenges of the integration of religious minorities: case studies in the EU and Russian Federation

This article provides a critical examination and comparison of the contemporary position of three religious minorities: the Muslims in Glasgow; the Sikhs in Novellara and the Kryashens in Tatarstan. This is initially accomplished through an overview of the socio-economic, cultural and political impact of the religious minorities as three important case studies and through their relationship with the dominant form of religion and religious identity. The article will then analyse this information and these relationships using two lenses. First, we will use the four types of claims for recognition proposed by Koenig (2015): (1) claims for recognition of difference (2); claims for more autonomy in public spheres (3); claims for tolerance and (4) call for greater recognition for equal participation in organization of the state. Second, we will use the four acculturation strategies proposed by Berry (1997): (1) integration; (2) assimilation; (3) separation; and (4) marginalisation. The article will conclude with some final comments on gender and youth