Browsing by Person "Taylor, Kieran"

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Civic humanitarianism: Glasgow, the Great War, and Belgian refugees
(Routledge, 2024-08-20) Taylor, Kieran
Over the course of the First World War, around 250,000 refugees came to Britain from Belgium fleeing the German invasion of their country. Scotland hosted around 20,000 of these migrants. Glasgow Corporation, the city’s municipal government, assumed national responsibility for the refugees’ care across Scotland for the duration of the War. In organizing this humanitarian relief, the Corporation drew upon the support of a wide range of individuals, institutions, and organizations. These bodies came together to host refugees and provide financial assistance for their relief. This chapter offers an overview of the Scottish contribution made toward Belgian refugees during the First World War. The chapter begins by contextualizing relief efforts made in Glasgow with those carried out elsewhere in Britain and in Europe during the First World War. Following this, the city of Glasgow’s role in assisting Belgian refugees is considered. It is argued that the work of Glasgow Corporation created a humanitarian legacy. The chapter contends that the relief of Belgian refugees in Glasgow during the First World War prefigured later attempts to assist refugees in Scotland during the 20th century. International humanitarianism and the assistance of those fleeing oppression and warfare became important to Glasgow’s local politics, its civic culture, and to wider Scottish political identity in the 20th century. Ideas of hospitality and traditions of welcome continue to be mobilized in relation to the projection of ideas around refugees and migrants in contemporary Scotland.
Cricket and Afghan Integration in Scotland: A Case Study
(Queen Margaret University; University of Stirling; the British Academy, 2024-09) Baillot, Helen; Connolly, Michael; Grant, Maggie; Palombo, Gianluca; Shah, Hijab; Taylor, Kieran
This briefing shares findings from a British Academy funded research project conducted in the North and North-East of Scotland. The research examined the way in which cricket has served as a vehicle for the integration of young people from Afghanistan in Scotland. We spoke with cricket club members, local authority representatives and third sector practitioners to build a picture of Afghan young people’s involvement in grassroots cricket. We sought to understand how sport can contribute to processes of integration that involve refugee people and other members of receiving communities.
Development education and the scandal of the human: the grammar of silence and erasure
(Centre for Global Education, 2024-09-29) Gamal, Mostafa; Hoult, Simon; Taylor, Kieran
A common aim of global citizenship education (hereafter GCE) is to enable students to focus on shared contemporary matters of significant global concern. Despite such an important aim, we argue that the dominant assumption of the global citizen as White, Western and liberal (perceived as universal) within global citizenship education produces harmful silences and erasures which marginalise the Other. This article is presented in four sections. We begin by articulating some of the silences and erasures that are enacted by curricula and policy practices of GCE by adopting a social cartography (Paulston, 2009) as a heuristic to map various orientations to global citizenship education. In doing so, we highlight its inherent silences, tensions and contradictions. A second section addresses some of the key sites in which mainstream approaches to GCE enact silences and absences by their sole focus on soft, rather than critical, approaches to global citizenship education (Andreotti, 2006), where the liberal subject is regarded as the global citizen with a consequent muting of the experience of the Other. In the third section, we draw on Wynter’s work on the historicisation of what it means to be human. Wynter’s concept of ‘Man’ (2003), as a genre of being human (White, Western and Imperial), enables us to excavate violence regarding other modes of being human within global citizenship curricula practices and discourses. A final section unpacks some of the ways in which we, as three teacher educators, respond to these silences and erasures in global citizenship curricula practices and policies.
The Innes Review at 70
(Edinburgh University Press, 2020) Taylor, Kieran
Under the auspices of the Edinburgh branch of the Newman Association of Great Britain, a residential conference open to all interested in Scottish Catholic History was held at the Ogilvie Training College, Polmont, Stirlingshire, in May, 1949. The conference was attended by over thirty people. Four papers were read; Mr. Donald Nicholl spoke on the Catholic’s approach to history, Father Anthony Ross, O.P., on the contribution made to Scottish historical studies by Catholic scholars, Father David McRoberts on the Scottish Colleges on the Continent, and Brother Clare (Dr. Handley) on the work still to be done in Scottish social and economic history. Before the conference ended a committee was elected, charged with the organisation of a similar conference in 1950, and with the promotion of research into Scottish Catholic history. It was to consider the possibility of publishing a review for the encouragement of such research.
Practising What You Teach: Inclusive Approaches to Equality Diversity and Inclusion with Primary School Student Teachers 
(Brill, 2025) Jones, Sian; McGlynn, Louise; Taylor, Kieran; Minhas, Jasmeena; Uytman, Clare
Equality, diversity and inclusion are values deeply embedded in teacher education in Scotland.  For this reason, courses in teacher education provide an opportunity for students, and indeed their educators, to critically reflect upon the ways in which Education (re)produces and may break down social inequalities. Students at one Scottish university following a course to become primary school teachers engage with a module called 'Inclusive Practice: Difference and Diversity'. The module uses inclusive pedagogies to model and to explore equality, diversity and inclusion in the primary classroom, using the National Framework for Inclusion.  Feedback from students indicates that they leave the module with the confidence to take helpful action regarding the inequalities and injustices they may see later in their career. This paper is intended to provide a reflection on this teacher education module with a view to encouraging readers to consider the importance and value of embedded inclusive practice within initial teacher education.
The relief of Belgian refugees in the archdiocese of Glasgow during the First World War: ‘A Crusade of Christianity’
(Edinburgh University Press, 2018) Taylor, Kieran
The relief of Belgian refugees in Britain is an emerging area of study in the history of the First World War. About 250,000 Belgian refugees came to Great Britain, and at least 19,000 refugees came to Scotland, with the majority hosted in Glasgow. While relief efforts in Scotland were co-ordinated and led by the Glasgow Corporation, the Catholic Church also played a significant role in the day-to-day lives of refugees who lived in the city. This article examines the Archdiocese of Glasgow's assistance of Belgian refugees during the war. It considers first the Catholic Church's stance towards the War and the relief of Belgian refugees. The article then outlines the important role the Church played in providing accommodation, education and religious ministry to Belgian refugees in Glasgow. It does this by tracing the work of the clergy and by examining popular opinion in Catholic media. The article establishes that the Church and the Catholic community regarded the relief and reception of Belgian refugees as an act of religious solidarity.
Survivor-informed support for trafficked children in Scotland: Full report
(The Modern Slavery and Human Rights Policy and Evidence Centre (Modern Slavery PEC), 2023-07-11) Grant, Maggie; Fotopoulou, Maria; Hunter, Scot; Malloch, Margaret; Rigby, Paul; Taylor, Kieran
Ensuring better outcomes for children and young people who have experienced human trafficking is a major and urgent challenge facing the UK. While the exploitation experiences and immediate support needs of children who have experienced trafficking are well documented in research, the evidence base on what happens in the longer term for children and young people – and how they feel about it – is more limited. Most evaluations of support provision focus on stories of trafficking and needs immediately after identification. Once children and young people move beyond this stage, the spotlight on them fades. This study sought to extend the timeframe to explore short, medium and longterm experiences of recovery. The study directly involved children and young people who had made their homes in the UK, eliciting narratives of recovery with a focus on their choices as well as needs, alongside data recorded by, or gathered from, professionals. The aim was to improve understanding of what constitutes sustainable support over a longer timeframe, thus offering valuable insights for all those working with this group of children and young people, in the UK and internationally.
Survivor-informed support for trafficked children in Scotland: Research summary
(The Modern Slavery and Human Rights Policy and Evidence Centre (Modern Slavery PEC), 2023-07-11) Grant, Maggie; Fotopoulou, Maria; Hunter, Scot; Malloch, Margaret; Rigby, Paul; Taylor, Kieran
Improving outcomes for separated children and young people who have experienced human trafficking is a major and urgent challenge facing the UK. While the exploitation experiences and immediate support needs of separated children who have experienced trafficking are well documented in research, the evidence base on what happens in the longer term for children and young people – and how they feel about it – is more limited. Once children and young people move beyond this stage, the spotlight on them fades. This study sought to extend the timeframe to explore short, medium and long-term experiences of support and recovery. The study directly involved children and young people who had made their homes in the UK, eliciting narratives of recovery with a focus on their choices as well as needs, alongside data recorded by, or gathered from, professionals. The aim was to improve understanding of what constitutes sustainable support over a longer timeframe, thus offering valuable insights for all those working with this group of children and young people, in the UK and internationally. The number of potential human trafficking victims in the UK is usually recorded by referrals to the National Referral Mechanism (NRM).