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The complete run of Race Equality Teaching (RET), the only practitioners' journal devoted to race equality in education, is available free below. The journal began in 1982 as Multicultural Teaching (MCT) and the name changed in 2002 when it became available to subscribers online. MCT and RET recorded the story of education and race in Britain over four decades, reflecting on national and global events, and developments in educational and social policy and in classroom practice in culturally and linguistically diverse Britain.

Topics covered included the Swann Report, the Education Reform Act, the Stephen Lawrence Inquiry, the Race Relations Amendment Act, counter-terrorism, the Equality Act, and the policies of the coalition government from 2010 onwards. The major theme was resisting prejudice and discrimination, be it colour racism, Islamophobia, antisemitism, or anti-Traveller hostility. It noted – and characterized – the interlocking roles of top-down policy and grassroots pioneering and the links to issues of class, disability, gender, religion and sexuality. Although primarily about Britain, the journal was read, consulted, and drew contributions from across the world. The final edition (volume 34, number 3, June 2018) is a souvenir compilation of reflections, quotations and extracts from articles through the years.

Publisher: UCL IOE Press

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Volume 29, Number 3, Summer, 2011

Editorial

Open Access Malice aforethought?
pp. 2-3(2)
Author: Klein, Gillian

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News and Comment

Open Access News and Comment
pp. 4-5(2)
Author: Garside, Ros

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RET's concerns about race equality in education

Open Access The Education Bill 2011
pp. 6-7(2)
Author: Miles, Berenice

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Funding and Race Equality

Language

Language in Primary School

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Language and FE

Citizenship Education

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Higher Education

Literature

Open Access British Muslim Fictions?
pp. 35-39(5)
Author: Chambers, Claire

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Traveller education

Debate

Open Access Teaching the Holocaust: to simulate or not?
pp. 46-47(2)
Authors: Cowan, Paula; Maitles, Henry

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Review

Reports

Open Access Reports
pp. 49-52(4)

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