1,721,007 research outputs found
Initial Teacher Education: The Practice of Whiteness
No full textThis book aims to promote and advocate a range of contemporary issues related to race, ethnicity and inclusion in relation to pedagogy, teaching and learning
Beyond Kung Fu and Takeaway:Negotiation of British Chinese Identities in Schools
No full textAda Mau explores the evolving and emergent identity of British Chinese young people. Drawing on her doctoral research and on previous research projects she has been involved in, the author highlights the education performance and perceptions of British Chinese communities. This involves British Chinese visibility and invisibility, the latter caused by racism and discrimination. The ‘hidden’ problems experienced in education are underlined, but emerging identities within second and third generation British Chinese alongside levels of integration, racialisation and racism are examined. Mau describes her sample for data collection and then explores whether British Chinese youth have successfully integrated into the mainstream. The need for professional practitioners to recognise issues of racialistion and cultural exoticisation is underlined. Mau concludes that despite apparent success at integrating into school life and their high-achievement educationally, British Chinese pupils continue to encounter overt racism and covert marginalisation
“Why all of a sudden do we need to teach fundamental British values” a critical investigation of religious education student teacher positioning within a policy discourse of discipline and control
Full text linkThis chapter presents a critical investigation of a group of 11 religious education (RE) student teachers’ views of the promotion of fundamental British values (FBV) undertaken in 2015. Using qualitative methods, data were collected in two semi-structured group interviews. Drawing from the perspectives of Foucauldian methodology and critical theory, this paper examines the extent to which student teachers were able to align the FBV discourse with their own personal and professional positioning. Findings demonstrate little consensus about what constitutes Britishness. There is evidence of dissonance in the student teachers’ views that FBV sends out contradictory messages. The student teachers are committed to the development of learners’ moral imaginations, but are concerned by the capacity of FBV to alienate learners and its incompatibility with the pluralism of RE. The paper argues that it is through the development of teacher subjectivity in the alternative discourses of critical RE and research that practitioners will be able to make adjustments that can accommodate and re-appropriate the demands of policy
Educational Inclusion: Meeting the Needs of All Traveller Pupils
No full textThe purpose of this chapter is to provide a critical insight into Travellers’ experiences of school, to highlight inequality and press for improvements. The difficulties Gypsies and Travellers experience within the mainstream education system are historic and well-documented in research and reports. As early as 1967, the Plowden Report described Travellers’ underachievement as a cause for concern, as their ‘educational needs are extreme and largely unmet’ (DES, 1967, p. 595). At this time, problems centred mainly on access to school: attendance was irregular, and many Travellers received no schooling at all (Reiss, 1975).<br/
The sheer weight of whiteness in the Academy: a UK case study
No full textThe Macpherson report in 1999 claimed that public organisations, including universities, were characterised by institutional racism. This chapter examines the response of the academy and one specific university in the UK over a five year period to this charge.
Three specific questions are addressed:
• What factors have prompted the higher education sector and in particular Midshire University to address race equality?
• How positively has the sector as a whole and the case study university specifically responded to these pressures?
• In the light of the above, how analytically useful is the concept of institutional racism in comprehending the actions of the sector and the university?
The main factors prompting universities to address race equality have been external to the sector. The Commission for Racial Equality encouraged universities to take race equality seriously through issuing a Leadership Challenge; the government cajoled universities to address race equality through two strategies for higher education, notably those concerned with widening participation and human resources; and the state required universities to develop race equality policies and action plans following new race relations legislation.
The Leadership Challenge and government strategies for higher education did initiate some changes but had little impact either on the sector’s or the case study university’s approach to race equality. By contrast, the legislation did have an impact, with many universities developing for the first time specific race equality policies and action plans. At Midshire University, the legislation initially had little impact, with the race equality policy and action plan declared non-compliant with the legislation. This ignominious failure did, however, provide an opportunity for race equality champions within the university to initiate changes in 2003, which subsequently enabled progress to be made in promoting race equality. Resistance, however, to an agenda concerned with race equality has grown within the university, as external pressures to promote equality and celebrate diversity have subsided and other agendas concerned with community cohesion have taken primacy.
Institutional racism is used as a sensitising concept in the chapter. While I was initially sceptical of its analytical utility since it seemed to gloss over important conceptual distinctions, the concept ultimately proved revealing in accounting for significant continuities in the approach of universities, including Midshire, to race equality. Throughout the period under discussion there was a reluctance to identify race equality as a priority and to take corresponding action because of what has been called ‘the sheer weight of whiteness’ (Back, 2004: 1). A comparison of Midshire University with Midshire Police reinforced this perception. While it identified contrasts in the occupational cultures of the two organisations, at the same time it pointed to surprising parallels in their approaches to race equality which stemmed from a taken for granted white norm
“Why all of a sudden do we need to teach fundamental British values” a critical investigation of religious education student teacher positioning within a policy discourse of discipline and control
No full textThis chapter presents a critical investigation of a group of 11 religious education (RE) student teachers’ views of the promotion of fundamental British values (FBV) undertaken in 2015. Using qualitative methods, data were collected in two semi-structured group interviews. Drawing from the perspectives of Foucauldian methodology and critical theory, this paper examines the extent to which student teachers were able to align the FBV discourse with their own personal and professional positioning. Findings demonstrate little consensus about what constitutes Britishness. There is evidence of dissonance in the student teachers’ views that FBV sends out contradictory messages. The student teachers are committed to the development of learners’ moral imaginations, but are concerned by the capacity of FBV to alienate learners and its incompatibility with the pluralism of RE. The paper argues that it is through the development of teacher subjectivity in the alternative discourses of critical RE and research that practitioners will be able to make adjustments that can accommodate and re-appropriate the demands of policy
Advancing Race and Ethnicity in Education
No full textThis book aims to promote and advocate a range of contemporary issues related to race, ethnicity and inclusion in relation to pedagogy, teaching and learning
Thinking Through Ethics and Values in Primary Education
No full textThinking Through Ethics and Values in Primary Education is an accessible text that encourages readers to explore deeply the ethics and values surrounding primary education. The text helps the reader to critically reflect on the principles that underpin education. Specifically written for education students in the later years of their course, the text draws on research and practice to explore the challenges and opportunities involved, while helping to develop the reader's own critical thinking skills.The book begins by asking 'what are ethics and values?' and goes on to explore social diversity and society and education. It considers ethics and values and the curriculum, school organisation and the classroom. A chapter on ethics, values and the teacher encourages the reader to examine their own thoughts about education. Throughout, practical guidance runs alongside structured critical thinking exercises to help the reader and reflect on both theory and practice
Using specialist software to assist knowledge generation: an example from a study of practitioners’ perceptions of music as a tool for ethnic inclusion in cross-community activities in Northern Ireland
No full textThis chapter discusses how using specialist software for qualitative data analysis may best be reported to substantiate researchers’ claims. The first part outlines a generative model of social knowledge development as a means to understand the researchers' role in producing new knowledge and suggests where software, if used, may be placed within this model. In the second part some possibilities of Computer Assisted Qualitative Data AnalysiS (CAQDAS) to assist researchers in substantiating their assertions are discussed. This is exemplified with an examination of the analyses processes employed in a study on using music as a tool for inclusion in intergroup settings in Northern Ireland. Implications for those interested in advancing race and ethnicity in education are considered in the conclusion
Thinking Through Ethics and Values in Primary Education
No full textThe book begins by asking 'what are ethics and values?' and goes on to explore social diversity and society and education
- …
