David Gillborn om rasism på Leda Mångfalt!
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Transcript of David Gillborn om rasism på Leda Mångfalt!
Racism, Education & Policy:
international perspectives on the complexity, controversy and politics
of racial justice
David GillbornProfessor of Critical Race Studies
16 January 2013
Lecture Overview
Defining the key terms (race, racism)
Context: demographics
Racism in Educationo teacherso policy-makers
‘Race’ Flashpoints & Controversies
‘Race’ and Racism
• Biological assumptions
• Social race
‘Race’ is defined differently o in different societieso in the same society over time
‘Race’ and Racism
Traditional Perspective • racism is an exceptional occurrence• willingly enacted• driven by race hatred.
‘Race’ and Racism
Traditional Perspective • racism is an exceptional occurrence• willingly enacted• driven by race hatred.
Critical Perspective • racism is extensive and taken-for-granted• enacted through ‘colour blind’ policy and rhetoric• sustained by actions that are assumed to apply fairly to all.
UK population profiles
UK population profiles
White British
UK population profiles
White British
White British
5+ A*-C incl. English & maths by ethnic group
(percent, all students, both sexes, 2011)
Source: DfE 2012 (SFR 03/2012) tables 1 & 2a
Understanding race inequality
Deficit Models Social Justice Perspective
‘Ability’ / intelligence Intersectional inequalities…(class, gender, disability…)
Effort.. hard workRacismFamily structure
‘Race’ and Racism in Education
Qualitative research on the views and actions ofWhite teachers in relation to Black students:
‘Race’ and Racism in Education
White teachers Black students
• Under-estimate academic ability;
• Over-estimate challenge & threat;
• Discipline Black students more severely;
• Disproportionately place Black students in bottom teaching
groups;
• View Black families as disrupted & unsupportive.
‘Race’ and Racism in Education
Colour-Blind Policy…. Racist impacts?
‘Race’ and Racism in Education
Colour-Blind Policy…. Racist impacts?
‘The gifted and talented scheme will identify children by looking at ability, rather than attainment, to capitalise on the talents of the individual child, regardless of ethnic background’
Departmental rebuttal on BBC News On-Line (2002)
‘Gifted & Talented’
White
Black Caribbean
Black African
‘Gifted & Talented’
White
Black Caribbean
Black African
‘Gifted & Talented’
White
Black Caribbean
Black African
Intersectional Issues
Intersectional Issues
Racism is always intersectional
Intersectional Issues
Racism is always intersectional
Intersectional issues do not explain racism
Education & the Black Middle Class(with Nicola Rollock, Stephen J. Ball & Carol Vincent)
Education & the Black Middle Class(with Nicola Rollock, Stephen J. Ball & Carol Vincent)
Low achievement seen as the norm for Black students
Parents’ own professional assessments were rejected or ignored
‘Special needs’ assessments were:o withheld when parents requested them, o suggested as a means of managing racist harassment.
Race & Controversy: flashpoint issues
Race & Controversy: flashpoint issues
Is colour-blind policy the only fair way?
Race & Controversy: flashpoint issues
Successful anti-racist / multicultural schools
• Strong leadership on social justice and race equality;
• Clear policies that address racism;
• Involve minoritized students, parents & communities;
• Review curricular and pastoral approaches;
• Ethnic monitoring as a key part of institutional review.
Race & Controversy: flashpoint issues
Freedom of Speech versus Race Hatred
Race & Controversy: flashpoint issues
Freedom of Speech versus Race Hatred
Limits on speech are common
Race & Controversy: flashpoint issues
Freedom of Speech versus Race Hatred
Limits on speech are common
Who is the best judge of harm?
Racism, Education & Policy
Racism, Education & Policy
De-centre Whiteness
Racism, Education & Policy:
international perspectives on the complexity, controversy and politics
of racial justice
David GillbornProfessor of Critical Race Studies
16 January 2013
‘she needs to work harder.’
a discrepancy was emerging, in that she would get a B for a piece of work that she had spent time doing [at home] and then she would get a D or an E [for timed work in class]. So I then contacted the school and said, ‘look there’s a problem here’, and they just said, ‘well, she needs to work harder.’ (...) I ended up having a row with [a senior teacher] because she accused me of being ‘a fussy parent’, and what she said was that my daughter was working to her level, which was the timed essay level, she was working to a D.
(Paulette, Psychologist)
not the racism at the school
the Head of year was quite shocked and quite encouraging in terms of our conversation; calling and saying, you know, 'Really sorry. We've let you down, we've let [your son] down, we didn't know this was happening' (...)
But nothing happened. (...) My son's class teacher had said to my son that I'm asking too much but not to tell me (...) I got this telephone call out of the blue one Sunday afternoon from his class teacher suggesting that he have some test - I can't remember exactly how this conversation went because it was such a shock, (it was five o'clock on Sunday afternoon) that there might be some reason for his under-performing - not the racism at the school that I told them about - but there might be some reason that he might have some learning difficulties. (Felicia, Senior Solicitor)
they had done absolutely nothing
So for instance going in and having meetings, her head of year says ‘oh, you know, I understand now. We’ll do this, we’ll do that’ and then that just doesn’t happen. (...) when [my daughter] was diagnosed with autism I together with other professionals had been in to school to talk to the Senco [Special Educational Needs Co-ordinator], to talk to the Head of Year and they had done absolutely nothing.
So there were constant visits to try to get them to take some kind of action to help [her]. You know, at first I thought it was me not being forceful enough, but as I said I was accompanied by a clinical psychologist who tried to get them to help as well and they failed. (Lorraine, Researcher, Voluntary Sector)
The E. Bacc Penalty: 5+ A*-C incl. English & maths vs English Baccby ethnic group (percent, all pupils) 2011
Indian Bangl. Bl. African
Pak. White &Bl. Carib
BlackCaribbean
WhiteBritish
E. Bacc penalty = proportion of students successful in old measure who fail to secure the E. Bacc
65.3%
73.2%78.8%80.6%
81.2%
83.4%
84.3%
Free School Meals (FSM)
Non- Free School Meals (N-FSM)
Understanding achievement in context
Achievement by Ethnicity (overall vs FSM)
5+ A*-C incl. English & maths by ethnic group
(percent, all students, both sexes, 2011)
Source: DfE 2012 (SFR 03/2012) tables 1 & 2a
5+ A*-C incl. English & maths by ethnic group
(percent, FSM only, both sexes, 2011)
Source: DfE 2012 (SFR 03/2012) tables 1 & 2a