Argues that returning classroom practice into the hands of teachers provides greater opportunities for the development of pupils' mathematical skills and knowledge in a world of inequality and injustice. The author provides suggestions on how this can be done. (GR)

Argues that popular understandings of the subject being taught (design and technology) actively support racist ideologies and that these have to be challenged and unlearned, by teachers and pupils alike. The author considers each of the "equality statements" identified for Technology in the National Curriculum to illustrate the practical…

Examines, within the Geography Curriculum, the emphasis on rural settings in studying developing countries, and argues that such emphasis is conducive to racism. The authors argue that this emphasis is inappropriate when the largest cities are now present in these countries while Europe's cities are shrinking. A list of educational resources that…

Describes how bilingualism has progressed in schools in Sheffield (England) with the employment of bilingual teachers and the research and guidance of central services, such as the Sheffield United Multicultural Education Service. Curriculum development initiatives are outlined, and the impact of these initiatives on mainstreaming bilingual…

Criticizes recent revisions in the National Curriculum for English in Great Britain. The author deplores that the new National Curriculum has not seized the opportunity of recognizing Britain as a multilingual, multicultural society and provides practical strategies for implementing the new English orders for both quality and equality. (GR)

Argues that art teachers, particularly nonspecialists in primary schools, have an outdated understanding of art, that is, one that relies heavily on an elitist model composed of historical markers made by white men. The author illustrates how good education is also antiracist education and provides a list of resources that represent women and…