|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||To see oursels as ithers see us: constructions of Scotland’s place and identity within a changing Scottish curriculum and context|
|Sponsor:||University of Durham|
|Citation:||Lowing K (2017) To see oursels as ithers see us: constructions of Scotland’s place and identity within a changing Scottish curriculum and context. In: Stevens D & Lockney K (eds.) Students, Places and Identities in English and the Arts: Creative Spaces in Education. National Association for the Teaching of English (NATE). Abingdon: Routledge, pp. 123-134. https://www.routledge.com/Students-Places-and-Identities-in-English-and-the-Arts-Creative-Spaces/STEVENS-Lockney/p/book/9781138694552|
|Series/Report no.:||National Association for the Teaching of English (NATE)|
|Abstract:||Scots was recognised as a minority language by the Council of Europe: European Charter for Regional or Minority Languages in 2000. Scots was sanctioned by the UK Government, under Part II of the Charter, in 2001. The implementation of Scots Language and Scottish Studies within Scotland's Scottish Curriculum for Excellence resonates with Scotland's developing political and national identity. This chapter provides a preliminary preliminary analysis of Education Scotland’s ‘Studying Scotland’ school resource, with reference to the Scottish Studies Scottish Qualifications Authority (SQA) award.|
|Rights:||This is an Accepted Manuscript version of the following book chapter, accepted for publication in Stevens D & Lockney K (eds.) Students, Places and Identities in English and the Arts: Creative Spaces in Education. National Association for the Teaching of English (NATE). Abingdon: Routledge, pp. 123-134. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.|
|KL Book Chapter T_F.pdf||Fulltext - Accepted Version||312.36 kB||Adobe PDF||View/Open|
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