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The education system should be in the forefront of the battle to
combat racial inequality. The contributors to this book, however,
argue that, far from reducing racial inequality, the education
system in the UK systematically generates, maintains and reproduces
it. Through careful consideration of the complex and pervasive
nature of racism (and the practices it gives rise to) the
contributors draw attention to the failure of the contemporaneous
multicultural education theories and policies. The contributors'
concerns are with: the role of the state in sustaining and
legitimating racial inequalities in education; black students'
experiences of racism in schools and post-school training schemes;
and proposals for the realization of genuine and effective
antiracist education principles.
The education system should be in the forefront of the battle to
combat racial inequality. The contributors to this book, however,
argue that, far from reducing racial inequality, the education
system in the UK systematically generates, maintains and reproduces
it. Through careful consideration of the complex and pervasive
nature of racism (and the practices it gives rise to) the
contributors draw attention to the failure of the contemporaneous
multicultural education theories and policies. The contributors'
concerns are with: the role of the state in sustaining and
legitimating racial inequalities in education; black students'
experiences of racism in schools and post-school training schemes;
and proposals for the realization of genuine and effective
antiracist education principles.
In this introductory text the authors look closely at widely held
assumptions about 'race' and schooling in Britain, and evaluate the
role of the school in a multi-ethnic society. Focusing on
contemporary issues and concerns, they consider such controversial
questions as: Is the education system rigged against black pupils?
Is 'tolerance' really a characteristic of the British? The volume
provides a detailed analysis of the Education Reform Act (1988) and
the debate surrounding the National Curriculum, and asks whether
these new initiatives do truly open the doors of opportunity for
all children.
Originally published in 1992. Both teachers and the general public
have traditionally been unwilling to acknowledge that concepts of
'race' might play a part in the lives of primary school children.
For this book the authors spent a term in each of three mainly
white primary schools. They talked to black and white pupils
individually and in small groups about issues, not necessarily of
'race', which the children themselves saw as important. From these
conversations they present a fascinating study of how 'race'
emerges for young children as a plausible explanatory framework for
incidents in their everyday lives. The final picture is both
disturbing in its demonstration of how significant racism is and
hopeful in showing how frequently anti-racist attitudes exist even
in the thinking of children who engage in racist behaviour. A final
chapter looks at how school policy can combat racism and build on
these positive elements.
Originally published in 1992. Both teachers and the general public
have traditionally been unwilling to acknowledge that concepts of
'race' might play a part in the lives of primary school children.
For this book the authors spent a term in each of three mainly
white primary schools. They talked to black and white pupils
individually and in small groups about issues, not necessarily of
'race', which the children themselves saw as important. From these
conversations they present a fascinating study of how 'race'
emerges for young children as a plausible explanatory framework for
incidents in their everyday lives. The final picture is both
disturbing in its demonstration of how significant racism is and
hopeful in showing how frequently anti-racist attitudes exist even
in the thinking of children who engage in racist behaviour. A final
chapter looks at how school policy can combat racism and build on
these positive elements.
This is the second edition of the textbook on race and ethnic
relations, which has been adopted by academic and vocational
courses and which is designed to be a straightforward introduction
to this field of study. It retains all the original features, but
reflects on events over the years since its original publication,
incorporating accounts of developments in the UK and USA.
Suggestions for further readings are revised in the light of the
latest research.
This is the second edition of the textbook on race and ethnic
relations, which has been adopted by academic and vocational
courses and which is designed to be a straightforward introduction
to this field of study. It retains all the original features, but
reflects on events over the years since its original publication,
incorporating accounts of developments in the UK and USA.
Suggestions for further readings are revised in the light of the
latest research.
The education system should be in the forefront of the battle to
combat racial inequality. The contributors to this book, however,
argue that, far from reducing racial inequality, the education
system in the UK systematically generates, maintains and reproduces
it. Through careful consideration of the complex and pervasive
nature of racism (and the practices it gives rise to) the
contributors draw attention to the failure of the contemporaneous
multicultural education theories and policies. The contributors
concerns are with: the role of the state in sustaining and
legitimating racial inequalities in education; black students
experiences of racism in schools and post-school training schemes;
and proposals for the realization of genuine and effective
antiracist education principles.
In this introductory text the authors look closely at widely
held assumptions about race and schooling in Britain, and evaluate
the role of the school in a multi-ethnic society. Focusing on
contemporary issues and concerns, they consider such controversial
questions as: Is the education system rigged against black pupils?
Is tolerance really a characteristic of the British? The volume
provides a detailed analysis of the Education Reform Act (1988) and
the debate surrounding the National Curriculum, and asks whether
these new initiatives do truly open the doors of opportunity for
all children.
The education system should be in the forefront of the battle to
combat racial inequality. The contributors to this book, however,
argue that, far from reducing racial inequality, the education
system in the UK systematically generates, maintains and reproduces
it. Through careful consideration of the complex and pervasive
nature of racism (and the practices it gives rise to) the
contributors draw attention to the failure of the contemporaneous
multicultural education theories and policies. The contributors
concerns are with: the role of the state in sustaining and
legitimating racial inequalities in education; black students
experiences of racism in schools and post-school training schemes;
and proposals for the realization of genuine and effective
antiracist education principles.
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