The socio-economic attainment of migrants and their descendants has been a pressing subject of research for scholars and policy makers. Educational outcomes attract particular attention, as education is a means for social advancement and achieving better occupational status. As the largest migrant group in Europe, Turks are of special interest in the discussion of migrant incorporation. However, assimilation theories dominate research, with limited interest, if any, in the true impact of migration on educational attainment. Using the unique 2000 Families dataset, this thesis compares the educational outcomes of Turks in European countries to their non-migrant comparators in Turkey across three generations. The 2000 Families dataset includes information about complete lineages of nearly 2000 persons born in Turkey between 1920 and 1945 in five high-sending regions; 80 per cent of these 'ancestors' migrated to Europe as 'guest workers' between 1960 and 1974, and 20 per cent stayed in Turkey. In this work, I first compare measurements of educational outcomes theoretically and their implications to international comparisons. methodologically. Next, I study the educational outcomes of Turks in Europe across two generations by comparing them to Turks in Turkey. I then focus on the direct effect of grandparents' socio-economic characteristics on educational outcomes and explore mobility patterns. Finally, I look at Turks in Europe and discuss country differences in their education as a positional good and note the effect of parental ethnic capital on educational outcomes. Existing research typically compares migrants to natives or other migrant groups in the destination countries. Therefore, it often overlooks changes migrants and their descendants go through relative to their comparators in the origin countries. Migrants' outcomes should be seen in reference to not only the groups in the destination but also those in the origin. Only then can a more complete picture of incorporation be drawn.

The recent transformation of Greece from a homogenous country into one that is a receptacle for people from different cultures occurred in a society unprepared for such change, resulting in severe cases of racism, inside and outside school. The purpose of this study was to explore for the first time in the Greek setting the response of young children who had displayed prejudiced behaviour to a series of drama lessons. It also examines the efficacy of process drama in the hands of a novice in this approach drama teacher. The project was based in antiracist education theory, combining elements from multicultural education, and applying conventions of drama approaches with those prevailing in process drama/drama in education. This was a multiple case study research drawing also upon action research methodology. It consists of two pilots and three applications in different primary school classrooms of seven- to eight-year-olds. Preliminary research identified the sample through anonymous questionnaires and the main field work consisted of a series of drama sessions; semi-structured interviews and participant observation took place before and after each class application. The setting was found to be extremely monocultural, with traditional teaching methods still being prevalent and racist views present among both children and teachers. The results from the drama were encouraging, proving that, even in the hands of a beginner, drama can inspire empathy to pupils through deep emotional experiences which contain the potential for changing beliefs.

The Race Relations Amendment Act of 2000 and the DtES expect schools to have policies in place to address racial equality and to record and report racist incidents to the Local Authority. Despite this, racism is an occurrence in the lives of young people at secondary school but as yet little recent data is available which documents in detail the experiences of young people from black and minority ethnic backgrounds in school. In addition little work has been conducted which attempts to draw out young people's views using participatory methods. Hence the aim of this study was to give a group of young people, from a variety of ethnic backgrounds, within a largely white secondary school, an opportunity to address the issues related to racism that they saw as important and represent these in a way which could be shared with others. The research used a participatory methodology, the context of which involved young people making a short film about racism. They worked together over a period of nine weeks, with the researcher and a film maker, to research and shoot a documentary about racism. Interviews were conducted with the young people at two intervals during the film making project and a small number of senior staff were interviewed to obtain an overview of school policy and procedures. Observational notes were made during project sessions and young people were asked to keep creative journals to help guide their thought processes and record ideas. Film rushes, recorded production meeting data and interview data, were transcribed and analysed using an Interpretive Phenomenological Analysis. The main findings indicated that these young people were experiencing racism in and outside of school. They expressed negative feeling associated with being victims of racism and reacted in a variety of ways. They were unclear about school policies and practices and wanted more action to be taken in school. Staff were unsure about the extent to which racism was a problem in school, as many incidents went unreported and they were unclear about how to deal with it. A degree of segregation of groups, particularly between white and Asian students, was reported by staff and students and moves to increase integration were seen as positive by many. Muslim students, particularly the boys, seemed to be the most in danger of segregation and were sensitive to negative feelings that might exist towards them post the events of 9/11 and 7/7. This research has clear implications for practice in school and the Local Authority, particularly because many incidents are not dealt with effectively and not reported, indicating that statistics about the number of racist incidents are likely to be inaccurate. The film the young people made has already been shown to Inclusion and Diversity Officers within the Local Authority, to Educational Psychologists, to school staff and all the students at the school. Some of the young people involved in the project have gone on to work with staff on a number of further initiatives in school, including developing a Race Equality Policy.

This Thesis is an evaluation of Pastoral Care Systems through the experiences. of Black Pupils in a sample of comprehensive schools in a large industrial city in the North. of England. The Study is essentially qualitative in its approach and uses case studies with interviews as the main tool for data collection. Fifty Third Year Black Pupils were interviewed from the sample of schools along with their Form Tutors, Heads of Year end Headteachers. The data collected gave an overall picture of how Pastoral Care was implemented in those schools and the evaluation of that provision from the pupils' perspectives. The Study concluded that there were many deficiencies in the ten areas of Pastoral Care provision which were investigated. Additionally. the conclusion is made that the Pastoral needs of Black Pupils warranted special focus within the conceptualisation organisation and practice of Pastoral Care within those schools.

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This thesis examines the birth of secondary education for Jews in England, focusing on the middle classes as defined in the text. This study explores various types of secondary education that are categorised under one of two generic terms - Jewish secondary education or secondary education for Jews. The former describes institutions, offered by individual Jews, which provided a blend of religious and/or secular education. The latter focuses on non-Jewish schools which accepted Jews (and some which did not but were, nevertheless, attended by Jews). Whilst this work emphasises London and its environs, other areas of Jewish residence, both major and minor, are also investigated. The provincial cities of Birmingham, Leeds, Liverpool, and Manchester, the towns of Bristol, Canterbury, Exeter, Gravesend and Portsmouth, and the resorts of Brighton, Dover and Ramsgate, are examined. This thesis endeavours to evaluate the Jewish schools' achievements, however limited they might initially appear. Student numbers, in general, remained small and the establishments faced constant financial distress. Nevertheless, what success they had illustrates the devotion of individuals to the task. The failure of others will illustrate not only a lack of financial support, but a failure to develop a wider commitment to the creation of a regulated system of Jewish secondary schooling. Any success emanating from Jewish institutions was invariably overshadowed by the non- Jewish schools with their renowned educational backgrounds, esteemed alumni, and a willingness to admit some Jews. The history of Jewish secondary education in England is a crucial topic for a complete understanding of the ideas and aspirations of the Jewish middle classes in the 19th and early 20th centuries. This study seeks to place the world of Jewish education within the context of Anglo-Jewish history in particular and within the wider context of England's educational history as a whole.

Quels types de connaissance (re)produisent et défont les conflits dits « ethniques »? Pourexplorer cette question, cette thèse investit trois champs de recherche : celui des processusidentitaires ; celui du conflit ; celui de l'éducation/formation, en particulier la constructionsociale et la transmission informelle de récits d'histoire. Elle s'intéresse à la période dite «des Événements » en Kanaky-Nouvelle-Calédonie. L'analyse se base sur plusieurs mois deterrain (principalement Nouméa, nord-est et Lifou) et sur une vingtaine d'entretienssemi-directifs, réalisés avec des personnes vivant pour la plupart en tribu, nées entre 1939 et2005 et ayant expérimenté cette période de diverses façons. Elle s'attache à mettre en lien levécu des Événements, leur transmission et les représentations construites autour de la notionde destin commun. D'un point de vue théorique, elle tend à s'éloigner progressivement d'unelecture du conflit en termes culturels, pour en privilégier une analyse pragmatique. / What kind of knowledge (re )produce or undo « ethnie » conflicts? To explore this question, thisthesis invests three fields of research: identical processes; conflict; education/learing, in particularsocial construction and informai transmission of history narratives. It is interested in the said periodof« Events» in Kanaky-New-Caledonia. The analysis is based on several months offieldwork(mainly Nouméa, Northeast and Lifou). It covers about twenty semi-directive research interviews,realized with people living for the most part in tribe, having been born between 1939 and 2005.andhaving experimented this period of diverse ways. It attempts to link the real-life experience of theEvents, their transmission and the social construction of representations about « common fate ».From the theoretical point ofview, it goes away from a culturalist reading of the conflict, promotinga pragmatic analysis.