In the two research projects discussed in this chapter we wished to investigate how schools as institutions, teachers and pupils worked together in a changing demographic context to ensure that education in Scotland really did provide equal opportunities for all no matter the previous linguistic, educational and socio-economic realities.
|Title of host publication||Learning spaces for social justice|
|Subtitle of host publication||international perspectives on exemplary practices from preschool to secondary school|
|Editors||Hanna Ragnarsdottir, Clea Schmidt|
|Place of Publication||Stoke-on-Trent|
|Number of pages||23|
|Publication status||Published - Feb 2013|
- barriers to change
- primary school
- high school
Smyth, G., & Sheridan, N. (2013). Becoming multilingual - bridges and barriers to change in a monolingual primary and high school. In H. Ragnarsdottir, & C. Schmidt (Eds.), Learning spaces for social justice: international perspectives on exemplary practices from preschool to secondary school Stoke-on-Trent.