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Book part
Publication date: 1 January 2014

Lucinda Ferguson

This article explores the neglected issue of the overrepresentation in the child protection system of children from ethnic, cultural, religious, racial, and linguistic…

Abstract

This article explores the neglected issue of the overrepresentation in the child protection system of children from ethnic, cultural, religious, racial, and linguistic minorities. It focuses on the accommodation of children’s diverse backgrounds within the s 31(2) threshold and s1 “best interests” stages of intervention under the Children Act 1989. First, it introduces the ethnic child protection penalty as a new tool for capturing the complex nature of overrepresentation of these children. Second, it proposes a framework for understanding the judicial approach in higher court decisions on the current extent and nature of accommodation. Third, it employs the penalty concept to help explain why case law analysis reveals difficulties with the current factor-based approach, whereas empirical research suggests generally satisfactory accommodation in practice. It concludes by proposing a contextualized framework for decision-making in relation to child protection.

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Book part
Publication date: 1 January 2014

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Studies in Law, Politics, and Society
Type: Book
ISBN: 978-1-78350-785-6

Book part
Publication date: 5 December 2014

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Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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Book part
Publication date: 5 December 2014

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Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

Book part
Publication date: 5 December 2014

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the arts, humanities, and social sciences. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within the arts, humanities, and social sciences. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should serve as an incubator where students are part of a learning community and where they are encouraged to grow cognitively, emotionally, and socially by taking increasing responsibility for their own learning.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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