First Published in 1997. This book gathers together some of the experience of a group of Tower Hamlets SLS teachers who have worked in collaboration with mainstream colleagues to develop whole-school behaviour policies. It aims to present key issues related to developing behaviour policies and to provide useful materials and ideas which can be used by schools as starting points for their own projects.
Autorentext
Don Clarke, Anne Murray
Zusammenfassung
Consociational power sharing is increasingly gaining ground, right around the world, as a means for resolving political conflict in divided societies. In this volume, edited by Rupert Taylor, nineteen internationally-respected scholars engage in a lively debate about the merits of the theory underlying this approach.The volume focuses specifically on one of the leading cases under the global spotlight, the Northern Ireland conflict, and brings together the most prominent proponents and opponents of consociationalism. Northern Ireland's transition from war to peace is seen by consociationalists as flowing from the historic Belfast Agreement of 1998, and specifically from the Agreement's consociational framework. The Northern Ireland case is marketed by consociationalists as representing best practice, and as providing a template for ending conflicts in other parts of the world. However, as this volume interrogates, on what grounds, and to what extent, can such a positive reading be upheld?Taken as a whole, this volume, structured as a symposium around the highly-influential argument of John McGarry and Brendan O'Leary, offers comparative, engaging, and critical insight into how political theory can contribute to the creation of a better world.Consociational Theory is an important text for anyone with an interest in political theory, conflict resolution in divided societies, or Irish politics.
Inhalt
What needs to be included in a whole-school behaviour policy?; turning policy into practice - procedures and structures for making the policy work; involving the whole school community and making the development process work; assessment and information gathering; developing a policy in the primary school; developing a policy in the secondary school; monitoring and evaluating the policy.