RACIAL EQUALITY AND SCOTTISH SCHOOL EDUCATION: … · Valuing the linguistic diversity of today’s...

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RACIAL EQUALITY AND SCOTTISH SCHOOL EDUCATION: Ensuring today’s young people are tomorrow’s confident citizens

Race Equality and Scottish School Education 2

RacialEqualityandScottishSchoolEducation

EverydayracismanddiscriminationYoungpeopleareacutelyawareofeverydayracismonthebasisofaccent,skincolour,faith,dress, nationality and ethnicity. Young people (majority and minority) were mostlycomfortablewithdiversitybutwantedmoreopportunitiestotalkaboutracismaswellasnewexpressions of racism based on Islamophobia, anti-immigration attitudes and religiousintolerance.Researcher:“Doyoulearnaboutthingslikeracismanddiversityissuesandthingslikethat?”Dala(female,16-18,GreaterGlasgow):“Alittlebitbutnot,notasmuch,Ithinkthereshouldbemore,yeahmoreonthat.ButIthink,Ithinktheschoolliketoplayhappyfamiliesalittlebit.”Researcher:“Inwhatway?”Dala:“Idon’tknow,Ithinkthey,they’rekindof,wehaveourincidencesbutsometimesIthink,notatthisschoolbutsometimestheyliketobrushthemunderthecarpetalittlebitthesekindofracismincidents.ButIthinkthereshouldbemoreawarenessofit,theredefinitelyshouldbemoreawarenessofit.”(referringheretoIslamophobia)

However,a recurring themeover theyearshasbeen that teachersatall levelsofeducationreportalackofconfidenceindiscussingtheseissues.Whereteachershaveopenedupspacesfordiscussionorproactivelyengagedwith these issues,youngpeoplehavenoted theseandwelcomedsuchopportunities.Ourresearchsuggeststhatthemajorityofteacherscanidentifyovertracismsuchasname-callingorwhenracistterminologyisused.However,manyarefarless aware of how low-level racism is occurring or can impact. The absence of overt racialincidentsisoftentakenasaproxyforallbeingwell.Somereportafearofgettingitwrongoroffending and others are deterred by a potential backlash from parents and not beingsufficientlyconfidentofsupportfromschoolmanagersortheiremployers.“Igetuncomfortablewiththewordanti-racist...whenyoustartusingemotivewordslike'racist'or'anti-racist',itevokesallkindsofdifferentimpressionsonpeople.Sowetalkabouttheegalitariansideofthings.”(Headteacher,Primary)“Wedealwitheveryoneinthesameway.Theycomethroughthedoorandthey'rejustpartofthisschool.Anditdoesn'treallymatterwhattheirbackgroundis.”(Teacher,Secondary)

Thisbriefingdrawsonresearchonblack,minorityethnic,migrantandrefugeeyoungpeoplein Scotland from the period 2004-2016 conducted by the Centre for Education for RacialEquality in Scotland (CERES) at the School of Education, University of Edinburgh and theirpartners,particularlyNewcastleUniversityand theUniversityof StAndrews,andalso fromacademicsassociatedwithGlasgowRefugeeAsylumandMigrationnetwork(GRAMNet).Alistofpublicationsthathaveemanatedfromtheserespectiveresearchstudiesisincludedattheendofthisbriefing.Thebriefinghighlightssomerecurringthemes,whichteachersandschoolmanagers couldusefully reflectonas they take forward the indicators inHowGood IsOurSchool4(HGIOS4)(EducationScotland2015)andthedevelopmentoftheirownprofessionalstandards.


Youngpeoplehavedevelopedcopingstrategiessuchas fendingoff ignorantcommentswithhumour,refusingtotakeoffenceortryingtoeducatethepersonmakingthecomments.Someavoided placing themselves in unfamiliar social spaces and instead withdrew from openinteractions. A greater worry was how young people appeared to dismiss experiences ofracismassomethingthat‘justhappens’.“Thechildrenareaggressivehereandunpredictable.Theyoftentellunpleasantthingstomelike‘Polishb******d’,‘F******Pole’butIdonotpayattentiontowhattheysayanymore,theytalklikethistoallthePolishkids.”(Andrew,male,13,ScottishHighlands)“…Ifeellikeeverybodyyouknowallminoritiesdoexperienceracismnowandthenbutyoujustkindofyouknow,it’skindofhavetodealwithitIguess.”(Rani,female,16-18,GreaterGlasgow)

Theimpactof‘notrecognising’:misrecognitionandinvalidationOur collective research highlights the prevalence of simply ‘not recognising’ who the otherperson is. In the area of young migrants, failure to acknowledge the previous educationalexperiencesofyoungmigrantsdue to thebelief that thisbackground is limitedcanresult inyoungpeoplenotbeingeffectivelyassessed.Thiscanleadtoincorrectexpectationsaboutthepaceoflearningforthepupil,afailuretoassistthepupilprogressappropriatelyandultimatelyasignificantimpactontheyoungperson’saspirationsandlifeopportunities.Therearealsoexamplesofmisrecognitionasa resultof skincolour.Forexample,Donald,ayoung Asian boy who is Catholic, has beenmisrecognised by his peers and his teachers intermsofhisfaith.“…Mostpeopleactuallydo[thinkIamMuslim].Like,andourREteacheroncethoughtIwasaMuslimbecauseofmyskincolour.Then,yeahandwhenIfirstcametothisschoolsomeofmyfriendsnowwereshockedthatIwasaCatholic.TheythoughtIwasMuslimaswell.“(Donald,male,12-15,GreaterGlasgow)Misrecognition signals a lackof recognitionofdiversityand isbasedon certainassumptionsbecauseofhowpeoplelook.“IrememberwhenIfirstmadelikeoneofmyfriendslikesomeoneliketwoyearsago,andshewaslike'whatareyou?'AndIwaslike'wellSikh'.Shewaslike,'whatlikeaMuslim?'AndIwaslike,'nolikeSikh'.Andshewaslike,'isthatnotthesameasMuslim?'AndIwasjustlike,'Oh

KeyquestionsforreflectionDoes your school or establishment create enough opportunities to talk about racism as well as new expressions of racism based on Islamophobia, anti-immigration attitudes and religious intolerance?

How does it do so?

How are pupils engaged in shaping such learning?


God,no!'Andshewaslike,'Idon’tgetit,soyouareMuslim.''No'peopleactuallyjustthinkthatifyouarebrown,youareMuslim.”(Sikhfocusgroup,female,16-18,Aberdeenshire)”…thewayIspeakandthewayIact,IthinkisScottish,butitismyskincolour…peoplethinkthatIamnotScottish.“(Renuka,female,16-18,Glasgow)Thesecommentsaboutbeing ‘misrecognised’asMuslimcamefromafocusgroupofAfricanfemalepupils:Participant1: Yeahthatisanotherthing.Everytimeliketheyare,ithashappenedtomeinthisschoolactuallyaswellactually.Iwillgetmylunch,andthewomanislike“itisnothalal”haha.Isay,“IamnotaMuslim!”Participant2:Iknow.Igetthatallthetime. Participant1:Itisokay,Iunderstand,Igetitalot.…Butmostofthetimeinschool,theywillbelike,“WhyareyounotoffforEid?”“IamnotaMuslim!”(Africanfocusgroup,female,16-18,Glasgow)IfDonaldandRenuka’s (and theother youngpeople’s) experienceswere single instancesofmisrecognition then a swift intervention would set the matter right. However, repeatedmisrecognition,whichcharacterises thedailyexperiencesofmanyyoungpeople likeDonaldand Renuka, can result in young people having to repeatedly explain who they are. This iswearing and is important to consider in any overall discussion about wellbeing. Theseexperiencescanbeseentobe“micro-invalidations”thatarecorrosiveinthatitdiminishestheindividual.Theenergythatittakestocounteroronlylivewithconstantmisrecognitionisunlikelytobefullyunderstoodbythosewhodonotexperiencesuchdailyinvalidations.

Strategicculturalnegotiators,not‘outsiders’Our research shows that young people from minority backgrounds are often straddlingcultures, identities, religion and languages. For example, those who are migrants withdeveloping bilingualism in Englishmightwithin a school setting be perceived by staff as anEnglishasanAdditionalLanguage(EAL)pupil,placingthemas‘outsiders’.However,athome,theyareseenas‘culturalexperts’inthenewlanguageandcustoms,puttingtheminrolesandresponsibilitieswhichmaynotberequiredoftheirEnglishspeakingnon-migrantpeers.

KeyquestionsforreflectionHow does your school understand or engage with the concept of misrecognition?

Does it take active steps to safeguard against it?

How does your school use the curriculum as a tool for tackling misrecognition?

What more could be done?

How can schools fully recognise everyone and ensure that their sense of self is validated?


Research also tells us that looking and sounding different often carries the label of ‘other’.Youngblack,minorityethnicandmigrantyoungpeopleoftenemploycomplex,sophisticatedandmultiplestrategiestoensuretheyfeelsafe,arevalued,recognisedandcan‘join’.Whatisclearisthatyoungpeopleareskilledatadaptingdependingonthecontext.“IfeelScottishwithmyfriendsandyouknowthewaywetalk.SoonasIcomebackhomespeakinginUrduandyouknowit’slikeI’mbackinPakistan.”(Maalik,male,16-18,Fife)Othersdonot feelboundby traditionalwaysof categorisationby thePupilCensusorotherprofilingframeworks.“IwoulduseScottishMuslimonmyInstagramactually…yeah;IwouldsayI'mproudtobeScottishandMuslimatthesametime.SoifIgotoEnglandI'mautomaticallytheminorityanddoesn'tmatterifI'mMuslimornotI'mstillScottish.SoIthinkbeingScottishandMuslimisquiteuniqueandplusI'mIndianandPakistaniaswellsoI’maScottishMuslimandIndianandPakistani.”(Amber,female,16-18,Dumfries)Theyoungpeople in thevariousstudieswereopen,confidentandaccustomedto traversingboundaries,whetherthosebesocialboundariesorspatialboundaries(homeandschool).

Valuingthelinguisticdiversityoftoday’sclassroomsThe ScottishGovernment’s 1+2 Languages Strategy complementsexistingareasof adequateprovision and practice in the acquisition of multilingualism in education in Scotland. Theseareas of strength include Gaelic-medium education (GME), British Sign Language (BSL),recognitionofScotsasalanguageinitsownright,Englishasanadditionallanguage(EAL),andheritagelanguage/complementaryschools1.The development of Gaelic-medium education provides clear examples of how successfulimmersion education can develop bilingual competency and raise the educationalachievementoflearners.Inaddition,thereisevidenceofisolatedpocketsofgoodpracticeinteachingcommunity languages in schoolsunder the1+2 languages strategy;e.g.BritishSignLanguage(BSL)inFalkirkschoolsandPolishinschoolsinEdinburgh.

1 Theseareschoolswithafocusonheritagelanguageteachingandculturalactivitiesthatareoftenestablishedbycommunitymembers.TheyinvariablytakeplaceintheeveningsoratweekendsandintheUKarerunvoluntarily.

KeyquestionsforreflectionHow can schools as sites of learning enable such young people to flourish so that young people continue to become confident straddlers rather than to try to hide or assimilate into what is perceived as the ‘norm’?

Does your school actively welcome the diversity and the cultural and linguistic capital brought into the school community by migrant children from BME backgrounds?

How is such a welcome/acknowledgement systematically embedded into learning and teaching?


However,ourresearchacrossScotlandhasshownthatteachersfeelunder-preparedandhavean insufficientprofessionalknowledgebase to support theEnglish-languagedevelopmentofchildrenandyoungpeoplelearningEnglishasanadditionallanguage(EAL).‘“Ifeelmorequalifiedtomeettheneedsofotherchildren.I’mexpectedtomeettheneedsofEALlearners,butI’venotbeengiventhetraining...”(ClassTeacher,Lothians)“Itisamajordifficulty,atfirsttoknowwhatistheabilityofthenewpupilbecauseofthelimitedlanguage.Thisisanissueinparticularforsomeofoursubjectstaff,forexampleMathematicsteacherswhofacethebarriertoknowwhatthepupilsarecapableofdoing.Thisisanissueweshouldnotsweepunderthecarpetbecausewefeelwelcomingandwefeelthatweareintegratingthepupilsprettywell.”(SecondaryschoolHeadTeacher/Rector,ScottishHighlands)With the exception of Urdu and Chinese there are almost no opportunities in mainstreamschools to learn the heritage languages in use among Scottish school children and youngpeople.Researchshowsthatdevelopingchildren’sfirst languagesis integraltotheir identity,homeliteracypracticesandculturalheritagebutintheabsenceofpolicyitislefttotheeffortsand resourcefulness of individual schools, teachers, minority communities and concernedparentstoestablishandorganisetheirowncommunityschoolsoroptionstoprovidethis.Forsomechildrenandyoungpeople,provisionofout-of-schoolactivitiestosupportchildren’slanguage learning can assist with developing learner confidence and the promotion ofeducational aspirations. This is particularly important for children and youngpeople suchasRomapupilswhoarefacedwithmultipledeprivations(racism,poverty)andlackopportunitiestotapintowell-informednetworks.Our research continues to evidence that there are still perceptions of speaking a languageotherthanEnglishasadeficitandimpairment.Forexample,itisstillnotuncommontohearteacherstalkaboutpupilswithlanguagesotherthanEnglishintermssimilartothoseusedforspecialeducationalneeds(‘severeEALcase’,‘studenthasnolanguage’,etc.).‘Iwouldprintthingsinalargerfonttomeethisreadingneeds'(ClassroomTeacher,Edinburgh)Andfromaparent’sperspective,thestoryofJulia,aged13:Julia(13yearsold,female,Aberdeen)migratedtoScotlandtwoyearsago.Sheimmediatelyjoinedthelocalschool;problemswithcommunicationinEnglishbecameanobstacletomakingfriendsinhernewenvironment.Theschooldidnotofferany‘social’support,andherScottishpeersbegantoridiculeher.Sheregressedandbecameintroverted.Goingtoschoolbecameasadnecessity.Finally,herparentsbroughttheirdepresseddaughtertoapsychotherapist.(Polishmotherreport,Aberdeen)Researchalsoevidencesthatpupilsconsideredreluctant,timidandotherwisechallengedhaveblossomedwhenallowedtospeaktheirlanguageandtorecogniseitsworth.

KeyquestionforreflectionHow can schools ensure that they value the linguistic skills of all pupils and meet the needs of a diverse learning population in terms of language and communication?


Opportunitiesandaspiration:thecriticalimportanceofsupportingchildrenfacingmultipledisadvantageAkeygroupofyoungpeoplecoveredbyourresearchwereRomachildrenandyouth.‘Change’wasamajorthemerunningthroughtheexperiencesofRomapeople,andtheirlifecoursehadquiteoftenbeenanythingbutorderly.Therewerenumerousdiscontinuitiescausedbyrepeatmigration, changes in their families’ circumstances, relativeandabsolutepovertyandhealthproblems.Underthesecircumstances,schoolswereformanyofthemaconstant,whichgavethemasenseofstability.Manychildrenreliedonschoolsforaccesstootherservices,eithertoprovidethemwith informationonactivitiesorservicesavailableortotakethemtoservices,such as shops or leisure facilities like a cinema or sports centre. Some Roma young peoplereportedinGovanhillinGlasgow:Researcher:Whataboutthecinema?Haveyoubeentothecinema?Veronika(11):Wewenttothecinemaoncewiththeschool.Researcher:Whataboutwithyourfamilyorfriends.Veronika(11):No,never.Researcher:Doyouevergotothesportscentre.Veronika(11):Notlikethisone[pointsatapicture].Klaudia(8):Wegotothegyminschool.Researcher:Andoutsidetheschool,doyougotoanygymorpool?Veronika(11):No,there’snotmanyhere.Raising children’s and parents’ aspirations is an important aspect of making Roma childrenawareoftheopportunitiestheyhaveforthefuture.Romamigrantsoftenliveinconsiderablepovertyandare likely to reside in themostdeprivedareas incitiesorat theperiphery.Theabilitytoreachoutandharnesstheinsightsandknowledgeofminoritycommunities,parentsand agencies thatworkwith the communities is crucial in assisting young peoplewho facemultiple deprivations. However, teachers and schools are not always able to find routes toenablesuchcollaborations.“Tryingtogetparentstocomeinisstilldifficult.WehaveathingonaTuesdaymorningcalled‘playalongmaths’sowe’vegotlikeabagwithamathsgameinitandtheideaisthattheparentscomeinandtheyplaywiththeirchildinclassandthentheycantakeithome.Theuptakeisveryslowandevenifwebookinterpreters,parentsdon’tshowup.”(Heather,Primaryschoolteacher,GlasgowGovanhill)Thereisagreatdealofdiscourseaboutclosingtheattainmentgapbetweenchildrenfromthehighestincomefamiliesandthosefromthelowestincomefamilies.TheScottishGovernmenthascommittedtosubstantiallyerodingthisgapoverthenextdecade.Discrimination is a barrier to attainment. Closing the Gap needs to engage not just witheconomicmatters but be sophisticated and considerwhere issues of poverty intersectwithgender,race,languageandsoon.WeneedtobeaskinghowtheScottisheducationsystemisenabling young people who are experiencing everyday racism, misrecognition, invalidation,who are not having their social and linguistic capital recognised or valued, and living withmultipledisadvantage,tomeettheirfullpotential.


ConclusionsA significant number of children and young people in Scotland are experiencing multipleexpressionsofracismanddiscrimination:

• Everydayracismandmicro-aggressions• Misrecognitionandinvalidation• Underminingoftheircross-culturalskills• Undervaluingoftheirlanguageskills• Multipledeprivations.

If Scotland is to have an education system founded on the values of wisdom, justice,compassionandintegrity,whichtheCurriculumforExcellenceisbasedon,andwhichdeliverssocialjusticeforall,teachersneedspaceandtimetorefreshandupdatetheirunderstandingof how these emerging race equality issues impact on their thinking and pedagogy. Inparticular,teachersneedtobesupportedtodevelopanawarenessofhowlow-leveleverydayformsof invalidations can impact on the identity, esteemand attainmentof black,minorityethnic andmigrant learners. TheGeneral TeachingCouncil Professional Standards asks eachteacher to reflecton issuesof social justiceand inequalitybutmore importantly toconsiderwhat thismeans in practice. One element of this would be to find away to becomemorefamiliarwith theeveryday ‘street level’ experiencesofminority ethnic youngpeople and todevelop strategies to address those forms of racism, as part of awhole school approach totacklingracismandpromotingequality.Teacher confidence in working with multilingual class cohorts needs to be enhanced asservices such as English as anAdditional Languageprovision are being reduced. In addition,considerationneedstobegivenhowschoolsassitesforlearningcanworkwithcommunitiesandotherpartnerstoprovidespacesfortheteachingofcommunitylanguagesforalllearnersinmainstreamschools.Mechanismscouldalsobeexploredtogeneratecollaborationbetweenmainstream and heritage language/complementary schools to allow children’s multilinguallearningtobecomemorevisible.How Good is Our School (4) 3:1 highlights the importance of wellbeing in the context ofmaximising learner successes and achievement. How can schools and teachers do more tohavea‘sharedunderstanding’ofwhatwellbeingwouldmeanforpupilsfromdiversecultural,ethnicandreligiousbackgrounds?Equality and inclusion issues relating to issues of race, culture and ethnicity areunderstandably framed around how to support pupils from minority ethnic backgrounds.There is far less recognition that engaging in diversity work and embedding equalities hasbenefitsforallpupils.Thereisalsolessdiscussionabouthowthiscanbedoneviatheformalandinformalcurriculum.Whatisclearfromresearchevidenceisthattheaspirationsandlifetrajectoriesofblack,minorityethnicandmigrantyoungpeoplecanbeenabledordisabledby

KeyquestionforreflectionDoes your school meet the needs of children who have experienced multiple disadvantages such as Roma children?

Does it create opportunities for children who have very few opportunities outside of school?


theattitudesofthemajority.Work,therefore,needstobedonetoassistallyoungpeopletobothvaluediversitybutalsotoactforjustice.Teachers are working in a climate of cuts, austerity budgets, staff shortages, reducedavailabilityofsupplyteachers,andhighworkload,soitisvitalthatschoolmanagersandthosewithleadershiprolesintheeducationsystemsupportandresourcetheworkthatisnecessaryforteacherstoenhancetheirskills,knowledgeandconfidencearoundchallengingracism.InHGIOS4,referencestoequalityandinclusionarelargelylocatedwithinIndicator3.1underthe headingEnsuringwellbeing, equality and inclusion.This key quality indicator provides abasis for consideringequalities issues. However ifweare seriousaboutequalities andanti-discriminatorymattersthenthesethemeshavetobeconsideredacrossotherindicatorssuchas the ones to Leadership of Learning (1.2), Leadership of Change (1.3), Management ofresources topromoteequity (1.5), Safeguarding and childprotection (2.1), Curriculum (2.2),Learning, TeachingandAssessment (2.3) andPersonalised support (2.4). What are someofthewayswecanachievethis?NextSteps:In partnership with the University of Edinburgh Teacher Education Partnership and theEducationalInstituteofScotland(EIS),threeface-to-faceSaturdayseminarsandonewebinarwill be held to enable teachers and schoolmanagers to engagewith the above issues. Theseminar will draw from research evidence and provide a forum to hear from practitionersabouttheissuestheyfaceaswellasprovidingpracticaladviceonwaysforward.Theseminarhasbeendeveloped insuchaway thatparticipantswillhavesomepre-seminar readingandpost-seminaractivities.Thisenablestheprofessionallearningfromtheseminartobeincludedintheindividual’sProfessionalReviewandDevelopment(PRD)discussionsandinformthefive-yearly professional update for the GTCS. Teachers may also wish to submit a claim forProfessionalRecognitiontotheGTCSdiscussingtheirlearningandtheimpactthishashadonthemselves,learnersandcolleagues:http://bit.ly/2bVJ0KB.Teachersneedonlysignupforoneseminarasallseminars(otherthanthewebinar)willfollowthesameformat.Spacesarelimitedforeachface-to-faceseminar.Allseminarswillrunfrom09.30am–2.30pm.Refreshmentsandalightlunchwillbeprovided.Tosignup,[email protected]/phone01316516152or01316516371.Dateandtime Location Pleaseregisterby:October29th201609:30–2:30

WolfsonMedicalSchoolBuilding,Glasgow

October14th

November5th201609:30–2:30

MacRobertBuilding,UniversityofAberdeen,581KingSt,Aberdeen

October21st

November12th201609:30–2:30

Room1:19,Paterson’sLand,MorayHouse,SchoolofEducation,Edinburgh

October28th

WebinarNovember16th2016Forthosethatcannotattendthehalf-dayseminar,wewillbeofferingaWebinaron


Wednesday16thNovemberstartingat7.00pm.Thissessionhoweverwillbecurtailedinlength(limited to one hour) and those attending will not be able to utilize it for recording forProfessionalRecognition.Weapologiseforthis.Youwillneedaccess toacomputerandfairlygoodbroadbandspeedtoaccess thewebinar.We will be taking questions during the webinar. To book for the webinar, please [email protected]/phone01316516152or01316516371.Onceyouhaveregisteredforeithertheface-to-faceseminarsorwebinar,aconfirmationwillbesenttoyouwithfurtherdetailsofanypre-reading.ReferencesDatafromthisbriefinghasbeenpulledtogetherfromarangeofresearchandwritings:Anderson,C.,Sangster,P.,Foley,Y.andCrichton,H.(2016)HowarewetrainingourmainstreamteacherstomeettheneedsofEALlearners?ThecaseoftwoSchoolsofEducationinScotland.London:BritishCouncilReport.Arshad,R.(2013)‘Race’EqualityinScottishEducationinScottishEducation,Fourthedition,edbyBryce,T.G.K.,Humes,W.M.,Gilles,DandKenned,A.,EdinburghUniversityPress.Arshad,R.etal(2012)SocialJusticeRe-examined:Dilemmasandsolutionsfortheclassroomteacher,TrenthamBooks.Arshad,R.,Diniz,F.A.,O’Hara,P.,Sharp,S.andSyed,R.(2005)MinorityEthnicPupils’ExperiencesofSchoolinScotland(MEPESS).http://www.gov.scot/Publications/2005/03/Insight16/1Botterill,K.,Hopkins,P.,Sanghera,GandArshad,R.(accepted)SecuringDisunion:youngpeople’snationalismidentitiesand(in)securitiesinthecampaignforanindependentScotland,JournalofPoliticalGeography.EducationScotland(2015)HowGoodisOurSchool4.http://www.educationscotland.gov.uk/Images/HGIOS4August2016_tcm4-870533.pdfFoley,Y.,Sangster,P.andAnderson,C.(2013)EALpolicyandpracticeinmainstreamschools,LanguageandEducation27(3):191-206.Frimberger,K.(2016)Towardsawell-beingfocusedlanguagepedagogy:enablingarts-based,multilinguallearningspacesforyoungpeoplewithrefugeebackgrounds,Pedagogy,Culture&Society24(2).Hancock,A.(2015)Scotland:Issuesinlanguageeducation.InBrock,C.(Ed)EducationintheUnitedKingdom(pp.177-194)London:Bloomsbury.Hick,P.,Arshad,R.,Watt,D.&Mitchell,L.(2011)Promotingcohesion,challengingexpectations:educatingtheteachersoftomorrowforracequalityanddiversityin21stcenturyschools.ESCalate.https://core.ac.uk/download/files/647/28990013.pdfHopkins,P.,Botterill,K.,Sanghera,G.andArshad,R.(2015)Faith,Ethnicity,Place:YoungPeople’sEverydayGeopoliticsinScotland.ProjectReport.http://bit.ly/2c3b7q3


Hopkins,P.,Botterill,K.,Sanghera,G.andArshad,R.(underreview)Encounteringmisrecognition.PaperavailablefromfirstauthorProfessorPeterHopkins:[email protected],J.,andArizpe,E.(2007)LearningtoReadaNewCulture:Howimmigrantandasylum-seekingchildrenexperienceScottishidentitythroughclassroombooks.ProjectReport.ScottishGovernment,Edinburgh,UK.http://eprints.gla.ac.uk/75975/Moskal,M.(2014)PolishmigrantyouthinScottishschools:conflictedidentityandfamilycapital,JournalofYouthStudies17(2):279-291.Moskal,M.(2016)LanguageandculturalcapitalinschoolexperienceofPolishchildreninScotland,Race,EthnicityandEducation19(1):141-160.Moskal,M.(2016)SpacesofNotBelonging:InclusiveNationalismandEducationinScotland,ScottishGeographicalJournal132(1):85-102.Moskal,M.andSime,D.(2016)PolishMigrantChildren’sTransculturalLivesandTransnationalLanguageUse,CentralandEastEuropeanMigrationReviewCEEMR,SpecialIssueonPolishChildreninMigrationContext,5(1):35-48.O’Hanlon,F.,Paterson,L.&McLeod,W.(2013)TheattainmentofpupilsinGaelic-mediumprimaryeducationinScotland,InternationalJournalofBilingualEducationandBilingualism16(6):707-729.O’Hanlon,F.,Paterson,L.&McLeod,W.(2012)LanguageModelsinGaelic-mediumPre-school,PrimaryandSecondaryEducation.ReportforBòrdnaGàidhlig.Edinburgh:TheUniversityofEdinburgh.Phipps,A.(2013)LinguisticIncompetence:GivinganAccountofResearchingMultilingually,InternationalJournalofAppliedLinguistics23(3):329–341.Phipps,A.andFassetta,G.(2015)AcriticalanalysisoflanguagepolicyinScotland,EuropeanJournalofLanguagePolicy7(1):5-28.Sime,D.,Fassetta,G.&McClung,M.(2014)RomaFamilies'EngagementwithEducationandOtherServices.Projectreport.UniversityofStrathclyde,Glasgow.Sime,D.,Fox,R.andPietka,E.(2010)AtHomeabroad:thelifeexperiencesofchildrenofmigrantworkersinScotland.Projectreport.UniversityofStrathclyde,Glasgow.

The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336

Dr. Rowena Arshad Centre for Education for Racial Equality in Scotland Moray House School of Education The University of Edinburgh Old Moray House Holyrood Road Edinburgh EH8 8AQ

Tel: 0131 651 6152/ 0131 651 6371

Email: [email protected]

Dr. Marta Moskal School of Education University of Glasgow St Andrew’s Building 11 Eldon Street Glasgow G3 6NH

Email: [email protected]

RACIAL EQUALITY AND SCOTTISH SCHOOL EDUCATION: … · Valuing the linguistic diversity of today’s...

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