Title: Educational Experiences of African/Caribbean Boys. I would like to begin by outlining my PhD research project. It focused on year old

Size: px
Start display at page:

Download "Title: Educational Experiences of African/Caribbean Boys. I would like to begin by outlining my PhD research project. It focused on year old"

Transcription

1 Title: Educational Experiences of African/Caribbean Boys Power Point One I would like to begin by outlining my PhD research project. It focused on year old African/Caribbean boys and exploring their narratives about their everyday lives in secondary education. I used a comparative analysis, examining a secondary school, a black supplementary school and a black youth organization. I used a multi-method approach. It was mainly a qualitative method, interviewing, observing and participating with the boys. But alongside this I used quantitative data that I collected about the three institutions to support the qualitative material. For example, to test out the claims the boys were making about each institution. I was attempting to gain a comprehensive picture of the boys lives in the three institutions. Qualitative research enables you to gain the different meanings of the different participants. This included researching the perspectives and meanings of: African/Caribbean boys, parents, teachers and youth workers. 1

2 Power Point Two Potted History: Research on Black Male Pupils If I could move on to provide a potted history of the educational research on black male pupils. My research built upon key ethnographic studies in the field, especially Mairtin Mac an Ghaill s Young,Gifted and Black and the Making of Men, David Gillborn s, Race, Ethnicity and Education, Tony Sewell s Black Masculinities and Schooling and Heidi Mirza s, Young, Female and Black. One issue that is important in terms of building on earlier work is what are the similarities and what are the differences between black boys narratives from 20 years ago and the present. For example, has the racialization of black boys in education changed over this time? I will return to this later in the presentation. Perhaps the main racialized images from the earlier literature was dominant representations of Asian achievers and Black underachievers. Two points to note here. First, Mac an Ghaill makes an important intervention in challenging these representations by highlighting the gendering of these images. In the media and policy reports 20 years ago there was a lack of consistency whether the Asian achievers and Black underachievers referred to the whole population or primarily boys. Second, one of the reasons why there were positive images of Asian boys was because they were seen as being secure within a strong family culture and particularly important here, it was assumed, was their religion. So if we fast forward to 2012 and look at the dominant 2

3 images of government and policy makers, now assuming that a main reason for the education problems of Asian/Muslim boys is their religion, which it is argued serves as a barrier to their integration as British citizens. This is why critical educational research is so important. It provides us with a memory to check out changing images, changing representations of different ethnic groups. A dominant theme that the earlier studies illustrated in critically examining the racialized representations of black boys was the crude deficit view of Black culture. For example, black families were assumed to be highly problematic, with a particular emphasis on absent black fathers. In turn, this absence was directly linked to the representation of black boys as major behavioural problem for teachers, as Heidi Mirza clearly shows. Just to highlight a methodological point here, with reference to this theme of black boys as a behavioural problem for teachers. Mac an Ghaill in his study asks the teachers why so many black boys are in the lowest streams. The boys have told him it is because of racism. The teachers explain it is because the boys are of low ability. Mac an Ghaill checks out these different perspectives collected by qualitative methods, by examining the quantitative data that he had also collected. He looks at the boys school records. When they came into the secondary school, most of the boys were in the top sets. He goes back to the teachers and suggests to them that the boys ability levels, that the teachers spoke of in terms of IQ, could not make a dramatic fall in a few years after leaving primary school. The teachers shift in their explanation claiming that you can t 3

4 have badly behaved boys disrupting the top sets. The mixed method approach helps to evaluate the value of the qualitative data here. 4

5 Power Point Three Research Findings: Secondary Schooling and African/Caribbean boys I have a short period of time to present these findings. I do not want to suggest a crude picture of a bad secondary school and a good black supplementary school and black youth organization. However, I do want to highlight a main theme that emerged from a comparative analysis of these institutions. With reference to the earlier research, mentioned above, the boys narratives of their secondary school read like a Nothing but the same old story of a sense of social exclusion, stereotyping and pathologization among many of the boys. A smaller group had more positive views of mainstream schooling. The sense of the same old story from the black boys perspective included a continuation of the racial stereotyping of them, negative assumptions about their ability and the generalization from some bad black boys behaviour to all or most black boys. If there is one phrase that I would emphasise that captured many of the boys feelings about many of their secondary school teachers was the lack of respect. This resonates with early ethnographies of white working class boys accounts of their interactions with teachers, such as, Paul Willis s study Learning to Labour. In fact, Mac an Ghaill makes an important point, building on the work of Stuart Hall, that much of the discrimination that black boys report works through school processes and practices that discriminate against white working class pupils. Theoretically, this is the beginning of identifying the intersection of different categories of difference, ethnicity, gender and class. 5

6 For the boys in my study the lack of teacher respect was a personal thing, explicitly linked to their being black boys. It was also an institutional lack of respect in terms of what we might call a mono-cultural curriculum operating within the school, that excluded their culture. So, there seemed to be a lot of similarities between the experiences of black boys in earlier studies and my study. However, they did not necessarily operate in the same way. So, in the earlier literature a major mechanism of racial discrimination was the labelling of black boys as educationally sub-normal, while at the present time a major mechanism of racial stereotyping is the high proportion of black boys excluded from secondary schools. 6

7 Power Point Four Research Findings: A Black Supplementary School and a Black Youth Organization If I could now turn to the second part of my comparative analysis. Perhaps, the immediate difference in exploring the boys lives in a black supplementary school and a black youth organization, was the black boys talking about the importance of education in their lives. These two institutions seemed to offer a black cultural space that provided positive support for the boys transition to adulthood. Importantly, they successfully brought together the culture of learning and black youth popular culture. This was important because the mainstream school often portrayed black youth culture as a barrier to learning. Interestingly, among an older generation, the boys parents, some of them, believed that in order for their children to be academically successful, they needed to disassociate from local black popular culture. The black supplementary school and the black youth organization understood that this black popular culture was not simply something for black boys. Rather, black popular culture is of central importance to a younger generation and the making of their identities. That is, young people of all backgrounds. The black boys in my study especially acknowledged the shared understanding of history, culture and language that the black youth workers had with them. Hence, in direct contrast to the mainstream secondary school the mutual respect of adults and boys led to 7

8 boys displaying a self confidence and sense of belonging. Importantly from the study s point of view, was the positive representations of academically successful black boys that was a main finding that I recoded from these two institutions. 8

9 Power point Five Current Trends: Education and Equality I want now to locate my research project within a wider theoretical framework. I will focus on a number of shifts in the research literature. First, a shift from an emphasis on structures of racism, often developed within sociology to focus on pupil identity formation, from a social psychological or post-structuralist perspective. Second, a shift from a focus on racism to multiple categories of exclusion, including class and gender. Third, emerging academic work asking, what about the white working-class boys? For example, many of them, especially from a poor socio-economic background, are not getting through to university, are they the forgotten social group? And finally, a shift in political and policy discourses highlighting negative representations of Muslim boys and girls. So, asking the question, has the issue of black boys education become invisible? 9

10 Power Point Six Rethinking Research with Black Male Pupils Education Against this background of theoretical and policy shifts, what does it mean to do research with black boys about their education? I mentioned earlier about what are the similarities and differences across the years in researching in this area. In terms of differences, at a time of an Ofsted regime of evaluation of schools, what impact has a changing curriculum and assessment having on black boys, with increasing divisions between schools? Basil Bernstein suggested that schools cannot compensate for society. So can schools compensate for a period of austerity, including increasing racial divisions around poverty and unemployment? However, I want to emphasise, what emerged most clearly from my comparative analysis, that is Black boys are not simply victims of a racialized structure of schooling. Rather, they display agency, creativity and are actively building a cultural world of survival, as black people have always done historically. 10

11 Power Point Seven Policy Implications Just, some final policy implications. Both mainstream and supplementary educational spaces need an inclusive curriculum, pedagogy and assessment that the boys in my study claim they found in the latter but not the former. In contrasting teacher-pupil interactions between mainstream and supplementary educational spaces, can the former learn from the latter? What would the policy implications be for mainstream secondary and primary schooling? At a time of talk of being in a post-racial society, with a black president returned in the U.S., and much talk of multi-culturalism having failed, in policy terms we need to re-visit issues of anti-racism and multi-culturalism in schools. What do these policies mean for a younger generation? Finally, and most importantly, how do we place young people at the centre of educational reform? In response, we can argue that qualitative research continues to produce important data that provides insights into young black people s experiences of education in

12 Thank you. 12

Multiculturalism and teacher education: Tackling the underperformance of children of African descent

Multiculturalism and teacher education: Tackling the underperformance of children of African descent Multiculturalism and teacher education: Tackling the underperformance of children of African descent Professor Heidi Safia Mirza Institute of Education, University of London Children of African Descent

More information

ED 628W: Week 5. Education, Gender, & Health in Development

ED 628W: Week 5. Education, Gender, & Health in Development ED 628W: Week 5 Education, Gender, & Health in Development What is gender? What key issues are relevant to understanding about gender? What are the models and gender analysis frameworks? What is the relationship

More information

PARK HIGH SCHOOL EQUALITY POLICY. Whole School & Community Committee on 27 th April Date of next review:

PARK HIGH SCHOOL EQUALITY POLICY. Whole School & Community Committee on 27 th April Date of next review: PARK HIGH SCHOOL EQUALITY POLICY Reviewed by: For approval by: Whole School & Community Committee on 27 th April 2016 Full Governing Body on Date of next review: 1 Policy changes This policy has been reviewed

More information

Studying Society. How do we develop as individuals and become part of society?

Studying Society. How do we develop as individuals and become part of society? Studying Society Key terms and concepts Green Amber Red How is the sociological approach different from the biological, psychological or journalistic approach? What are social structures and can you give

More information

Wykeham Primary School. Equality Information and Objectives

Wykeham Primary School. Equality Information and Objectives Wykeham Primary School Equality Information and Objectives Updated: October 2015 Wykeham Primary School Equality Information and Objectives School Policy Statement on Equality and Community Cohesion Our

More information

Equality and Diversity Policy.

Equality and Diversity Policy. Equality and Diversity Policy. Incorporating gender equality, race equality, disability equality and actions to support and promote community cohesion. 1. School aims and values 1 2. Teachers approach

More information

MINORITY ETHNIC PUPILS IN THE LONGITUDINAL STUDY OF YOUNG PEOPLE IN ENGLAND (LSYPE)

MINORITY ETHNIC PUPILS IN THE LONGITUDINAL STUDY OF YOUNG PEOPLE IN ENGLAND (LSYPE) Research Brief DCSF-RB002 July 2007 ISBN 978 1 84775 001 3 MINORITY ETHNIC PUPILS IN THE LONGITUDINAL STUDY OF YOUNG PEOPLE IN ENGLAND (LSYPE) Steve Strand Centre for Educational Development Appraisal

More information

Equality & Inclusion Policy

Equality & Inclusion Policy Equality & Inclusion Policy Incorporating Appendix A E&I Monitoring Effectiveness Questionnaire Introduction We welcome our duties under the Equality Act 2010 as both a provider of education and as an

More information

Equality and Diversity Policy

Equality and Diversity Policy Equality and Diversity Policy A single equality scheme incorporating ethnicity [race] equality, disability equality, and gender equality. All policies are subject to annual review. 1. Rationale 1.1. Pimlico

More information

young british muslims and relationships Summary Research report by the Muslim Youth Helpline

young british muslims and relationships Summary Research report by the Muslim Youth Helpline young british muslims and relationships Summary Research report by the Muslim Youth Helpline July 2010 Key Findings This report presents a summary of the findings and recommendations arising from research

More information

Equality and Diversity Policy

Equality and Diversity Policy Equality and Diversity Policy Frequency of review: Every two years Date adopted by Governing Body: July 2014 Signed:.. Governor Date of next review: Summer 2016 Author: Christine Brown, Principal, Ounsdale

More information

Collierley Primary School. Equality, Diversion and Cohesion Policy

Collierley Primary School. Equality, Diversion and Cohesion Policy Collierley Primary School Equality, Diversion and Cohesion Policy September 2012. Collierley Primary School. Equality, Diversity and Cohesion Policy 1. Purpose of the Document The overall objective of

More information

Holy Trinity C. of E. Primary School. Equality, Diversity & Cohesion Policy

Holy Trinity C. of E. Primary School. Equality, Diversity & Cohesion Policy Holy Trinity C. of E. Primary School Equality, Diversity & Cohesion Policy Holy Trinity C of E Primary School Equality, Diversity and Cohesion Policy 1. Purpose of the Document The overall objective of

More information

Equality, Diversity and Cohesion Policy

Equality, Diversity and Cohesion Policy 1. Purpose of the Document The overall objective of Frosterley Primary School s is to provide a framework for the school to pursue its equality duties to eliminate unlawful discrimination and harassment;

More information

Briefing on ethnicity and educational attainment, June 2012

Briefing on ethnicity and educational attainment, June 2012 Briefing on ethnicity and educational attainment, June 2012 Ethnicity in schools In state-funded primary schools 27.6 per cent of pupils (of compulsory school age and above) were classified as being of

More information

St. Godric s RC Primary Equality and Diversity Policy

St. Godric s RC Primary Equality and Diversity Policy St. Godric s RC Primary Equality and Diversity Policy We love, value and respect each other. The best interests of the child must be a top priority in all things that affect them. Article 3 of the United

More information

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education SOCIOLOGY 0495/02 Paper 2 For Examination from 2015 SPECIMEN MARK SCHEME 1 hour 45 minutes (including

More information

5 Social and Economic Variables

5 Social and Economic Variables PART II CHILDREN PARENTS AND SCHOOLS 5 Social and Economic Variables Since the study schools are not a representative sample of all comprehensive schools, it is necessary to describe the particular children

More information

Equality Information and Objectives (Public Sector Equality Duty)

Equality Information and Objectives (Public Sector Equality Duty) Equality Information and Objectives (Public Sector Equality Duty) Revised by: Meloney Ison Date: June 2016 Updated and published: annually Review date: Maplewell Hall Special School - Equality information

More information

Approval Date: January Headteacher: Chair of Governors:

Approval Date: January Headteacher: Chair of Governors: Approval Date: January 2014 Headteacher: Chair of Governors: Introduction Why do we have an Equality Scheme at Three Bridges Primary School? To enable us to do the very best for everyone in our school

More information

Lansdowne Infants School. Equal Opportunities Policy

Lansdowne Infants School. Equal Opportunities Policy Lansdowne Infants School Equal Opportunities Policy Revised: July 2013 Review: July 2016 Equal Opportunities Policy (see also EAL; Racial Equality; SEN, Inclusion) 1 Introduction 1.1 Our school s mission

More information

EQUALITY AND DIVERSITY POLICY

EQUALITY AND DIVERSITY POLICY Introduction EQUALITY AND DIVERSITY POLICY This Equality Policy is intended to respond to the spirit as well as the letter of the Equality Act (2010). This policy recognises that the school has a duty

More information

Equal Opportunities Policy

Equal Opportunities Policy P 1.0 Introduction 1.1 This Equal Opportunities Policy extends to both children and adults: staff, parents and carers. 1.2 This policy is in accordance with The Equality Act 2010, which replaced all previous

More information

Shire Oak Academy. Equality and Diversity Policy

Shire Oak Academy. Equality and Diversity Policy Shire Oak Academy Equality and Diversity Policy January 2015 Review In order to ensure that it reflects current best practice, this policy will be reviewed every year. Mr K. Hubery Chair of Governors Date:

More information

Park Grove Primary School. Spiritual, Moral, Social and Cultural Development

Park Grove Primary School. Spiritual, Moral, Social and Cultural Development Promoting British Values Park Grove Primary School Spiritual, Moral, Social and Cultural Development The Department for Education published a document in 2014 called Promoting Fundamental British Values

More information

Welford-on-Avon Primary School. Policy on Equal Opportunities

Welford-on-Avon Primary School. Policy on Equal Opportunities Welford-on-Avon Primary School Policy on Equal Opportunities Reviewed and Approved by P&S Committee Spring 2016 Welford-on-Avon Primary School Policy on Equal Opportunities (see also Disability Discrimination;

More information

Equality Information and Objectives. Purley CE Primary School

Equality Information and Objectives. Purley CE Primary School Equality Information and Objectives Purley CE Primary School Date of statement: 3 October 2014 Agreed by Governors: 24 February 2015 Policy to be reviewed: Spring 2019 Objectives and published information

More information

North Crescent Primary School. Policy on Equal opportunities

North Crescent Primary School. Policy on Equal opportunities North Crescent Primary School Policy on Equal opportunities Introduction At North Crescent Primary School we value the individuality of all of our children. We are committed to giving all our children

More information

SOCIAL SCIENCE DEPARTMENT

SOCIAL SCIENCE DEPARTMENT PARK HALL ACADEMY SOCIAL SCIENCE DEPARTMENT About the Symbol Pictures The Sociology pictures are Wingdings typeface symbols. GCSE To insert a new picture, highlight the character and then click Symbol

More information

Questions addressed during the webinar

Questions addressed during the webinar Questions addressed during the webinar In defining project indicators and definitions of success in the design process, did Pop Council engage girls in the target population, and if so, how? Karen: Yes,

More information

Equality Information

Equality Information Equality Information 2016-17 Our school is committed to equality, both as an employer and as a service provider: We try to ensure that everyone is treated fairly and with respect. We endeavour to make

More information

Small Heath School & Sixth Form Centre. Equality Scheme

Small Heath School & Sixth Form Centre. Equality Scheme Small Heath School & Sixth Form Centre Equality Scheme At Small Heath School and Sixth Form Centre we are committed to promoting equality for all members of the school community. We believe everyone should

More information

Silverhill Primary School Equality Information and Objectives Issue date March 2016 Review date March 2017

Silverhill Primary School Equality Information and Objectives Issue date March 2016 Review date March 2017 Silverhill Primary School Equality Information and Objectives Issue date March 2016 Review date March 2017 Introduction - Our School Commitment Part 1 Information about the pupil population Part 2 Our

More information

GCSE SOCIOLOGY - UNIT 2 REVISION CRIME AND DEVIANCE CONTROLLING CRIME AND DEVIANCE

GCSE SOCIOLOGY - UNIT 2 REVISION CRIME AND DEVIANCE CONTROLLING CRIME AND DEVIANCE GCSE SOCIOLOGY - UNIT 2 REVISION CRIME AND DEVIANCE KEY TERM DEFINITION EXAMPLE Crime Deviance CONTROLLING CRIME AND DEVIANCE FORMAL AGENTS OF SOCIAL CONTROL ARE: INFORMAL AGENTS OF SOCIAL CONTROL ARE:

More information

THE BELLBIRD PRIMARY SCHOOL Equality Policy

THE BELLBIRD PRIMARY SCHOOL Equality Policy THE BELLBIRD PRIMARY SCHOOL Equality Policy Values and Aims Inclusion at The Bellbird Primary School provides equality and excellence for all in order to promote the highest possible standards of achievement.

More information

EQUALITY INFORMATION AND OBJECTIVES

EQUALITY INFORMATION AND OBJECTIVES EQUALITY INFORMATION AND OBJECTIVES School policy statement on equality and community cohesion Our school is committed to equality both as an employer and a service-provider: We try to ensure that everyone

More information

WINSLOW CE COMBINED SCHOOL Policy on Equalities

WINSLOW CE COMBINED SCHOOL Policy on Equalities WINSLOW CE COMBINED SCHOOL Policy on Equalities Legal duties 1. We welcome our duties under the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Disability Discrimination Acts

More information

Blessed Hugh Faringdon Catholic School Equality Policy

Blessed Hugh Faringdon Catholic School Equality Policy Blessed Hugh Faringdon Catholic School Equality Policy All that happens in Blessed Hugh Faringdon Catholic School occurs within the context of the school s Mission Statement (in accordance with the Trust

More information

Equality Policy Ratified by Governors: October Cypress Primary School; Equality Policy 1 of

Equality Policy Ratified by Governors: October Cypress Primary School; Equality Policy 1 of Equality Policy 2015 Reviewed: September2015 Ratified by Governors: October 2015 Cypress Primary School; Equality Policy 1 of 8 2015-16 We believe that: Equality of opportunity at Cypress Primary School

More information

Module 6: Qualitative Research Methods

Module 6: Qualitative Research Methods Module 6: Qualitative Research Methods Lecture notes prepared by Dr. Shahjahan Mondal Training of Trainers on Interdisciplinary Field Research Methodology. Organized by IWFM, BUET and SaciWATERs held at

More information

Ethnic identities. Part (a) questions. Student answer. Student answer. Good example. Example to improve

Ethnic identities. Part (a) questions. Student answer. Student answer. Good example. Example to improve Ethnic identities Part (a) questions This part of the question assesses your knowledge and understanding (AO1) of a concept. In order to write a good answer you will need to: write a clear defi nition

More information

Equality and Diversity Policy

Equality and Diversity Policy ST. Mary Magdalen s R.C.V.A. PRIMARY SCHOOL Equality and Diversity Policy September 2015 These Guidelines are adopted subject to the over-riding requirements of relevant legislation, of the school and

More information

Introduction. Pearson Publishing Tel Promoting Racial Equality and Cultural Diversity 1

Introduction. Pearson Publishing Tel Promoting Racial Equality and Cultural Diversity 1 Introduction This pack is designed to help schools assess, monitor and develop their policy, procedures and practice in terms of promoting race equality and cultural diversity. Educational inclusion is

More information

Friars Academy. Equality for All Policy

Friars Academy. Equality for All Policy Friars Academy Equality for All Policy Reviewed: July 2016 Next Review Date: July 2019 Page 1 of 8 Friars Academy Equality Opportunity and Equality Policy Introduction This document outlines our approach

More information

Westfield Primary Community School. Equality Policy

Westfield Primary Community School. Equality Policy Westfield Primary Community School Equality Policy Approved by School Development Date 11 th November 2013 Review Date November 2016 York s Children & Young People s Plan 2013-2016 Our Vision York is a

More information

Two Gates Community Primary School Equality Policy

Two Gates Community Primary School Equality Policy Two Gates Community Primary School Equality Policy January 2017 Equality Policy Introduction: Staff and governors at our school are committed to giving every member of the school community the opportunity

More information

Equality Information and Objectives Policy

Equality Information and Objectives Policy ESSA ACADEMY Equality Information and Objectives Policy Approved by the LGB- 21st June 2016 Original Written- March 2014 Date for Review- Spring Term 2018 and then at least every 4 years Equality Information-

More information

EQUALITY AND DIVERSITY POLICY

EQUALITY AND DIVERSITY POLICY Haberdashers Adams Federation Schools Abraham Darby Academy EQUALITY AND DIVERSITY POLICY Ensuring fair treatment, valuing diversity, removing barriers to equality of opportunity for all The Equality Act

More information

NB Where pupils are referred to this includes both pupils (Years 7 11) and students (Years 12 13).

NB Where pupils are referred to this includes both pupils (Years 7 11) and students (Years 12 13). Northgate High School Equality and Diversity Policy Northgate High School will adhere to all equalities legislation, including the three duties outlined in the Equalities Act 2010: To eliminate conduct

More information

Complementary Additional Programme 37 C/5 CAP UNESCO Global Partnership for Girls and Women s Education. 36 months

Complementary Additional Programme 37 C/5 CAP UNESCO Global Partnership for Girls and Women s Education. 36 months Complementary Additional Programme 37 C/5 CAP UNESCO Global Partnership for Girls and Women s Education Towards a gender transformative education for empowering adolescent girls: strengthening national

More information

MARK SCHEME for the October/November 2012 series 0495 SOCIOLOGY. 0495/21 Paper 2, maximum raw mark 60

MARK SCHEME for the October/November 2012 series 0495 SOCIOLOGY. 0495/21 Paper 2, maximum raw mark 60 CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2012 series 0495 SOCIOLOGY 0495/21 Paper 2, maximum raw mark 60 This mark

More information

The relationship between disability, gender and education in the Norwegian context

The relationship between disability, gender and education in the Norwegian context 2004/ED/EFA/MRT/PI/16 Background paper prepared for the Education for All Global Monitoring Report 2003/4 Gender and Education for All: The Leap to Equality The relationship between disability, gender

More information

Exploring the discourse of failing boys in VET

Exploring the discourse of failing boys in VET NORDYRK2013, Karlstads universitet Christian Helms Jørgensen Roskilde University, Denmark Exploring the discourse of failing boys in VET 1. The policy context of the failing boys discourse in Denmark some

More information

Equality of Opportunity

Equality of Opportunity Equality of Opportunity Reviewed and agreed by Trustees: 24/09/14 Next Review Date: September 2017 Equality of Opportunity Policy Equal opportunity is the right of everyone to equal chances, and each individual

More information

St Mary s Catholic Primary School. Equality Policy

St Mary s Catholic Primary School. Equality Policy St Mary s Catholic Primary School Equality Policy St. Mary s is committed to ensuring the equal treatment of all pupils, staff, parents, guardians, carers and any other persons within the school and wider

More information

OVERVIEW - OF THE NORWEGIAN LEGAL AND POLITICAL GM REQUIREMENTS IN EDUCATOR TRAINING AND EARLY CHILDHOOD EDUCATION INSTITUTIONS

OVERVIEW - OF THE NORWEGIAN LEGAL AND POLITICAL GM REQUIREMENTS IN EDUCATOR TRAINING AND EARLY CHILDHOOD EDUCATION INSTITUTIONS Leonardo da Vinci project No. D/06/B/F/PP 146 569 GENDER LOOPS: GENDER MAINSTREAMING IMPLEMENTATION STRATEGIES FOR EDUCATION AND TRAINING IN THE AREA OF EARLY CHILDHOOD CARE WORK AND FOR DAY CARE CENTRES

More information

Why do Somali Pupils Achieve lower Grades in School?

Why do Somali Pupils Achieve lower Grades in School? Why do Somali Pupils Achieve lower Grades in School? by Haweya Mousa Accredited Community Empowerment Course: Development and Presentation of Research Skills 2011-2012 2 Haweya Mousa Contents Page Contents

More information

EQUALITY AND DIVERSITY POLICY

EQUALITY AND DIVERSITY POLICY EQUALITY AND DIVERSITY POLICY School Details : DofE Registration Number : 334/6010 Company Registration Number : 5924196 Registered Charity Number : 1119034 Telephone Number : 01675 442588/442648 Designated

More information

St Michael s CE Primary School

St Michael s CE Primary School St Michael s CE Primary School Single Equality Policy May 2015 At St Michael s CE Primary School we are committed to ensuring equal opportunities for all, regardless of class, disability, ethnic origin,

More information

Our commitment covers all aspects of school life and includes:

Our commitment covers all aspects of school life and includes: Gender Awareness / Equality Policy Introduction. This document is a statement of the aims, principles and strategies for ensuring gender equality at Ambleside Primary School. The school policy for Gender

More information

EQUALITY INFORMATION AND OBJECTIVES

EQUALITY INFORMATION AND OBJECTIVES 1 ST LUKE S C. of E PRIMARY SCHOOL (Foundation) EQUALITY INFORMATION AND OBJECTIVES Updated: Spring 2016 2 School policy statement on equality and community cohesion Our school is committed to equality

More information

GCSE Sociology Paper 1 Question pack

GCSE Sociology Paper 1 Question pack GCSE Sociology Paper 1 Question pack REMEMBER 1 hour 30 minutes exam 90 marks 1 minute per mark Three sections on the paper 1. Studying Society 2. Education 3. Family In the Studying Society section there

More information

» Organizational patterns. » Issues related to this study of literature. Concept Analysis Make Lemonade Virginia Euwer Wolff

» Organizational patterns. » Issues related to this study of literature. Concept Analysis Make Lemonade Virginia Euwer Wolff 1 Concept Analysis Make Lemonade Virginia Euwer Wolff» Organizational patterns Make Lemonade is broken up into four parts, with each part containing smaller chapters of only one to five pages each (there

More information

The Equality Act 2010 and The Collett School

The Equality Act 2010 and The Collett School The Collett School Policies, Guidance & Procedures The Equality Act 2010 and The Collett School Date of introduction: 01/09/14 Date for Review: 01/09/17 http://www.equalityhumanrights.com/. The Equality

More information

ALMOND HILL JUNIOR SCHOOL. Policy for Preventing and Dealing with Racist Incidents

ALMOND HILL JUNIOR SCHOOL. Policy for Preventing and Dealing with Racist Incidents Introduction ALMOND HILL JUNIOR SCHOOL Policy for Preventing and Dealing with Racist Incidents All members of the school community (staff, pupils, parents and visitors) have a right not to experience racism

More information

School Sport Survey. State of the Nation

School Sport Survey. State of the Nation School Sport Survey 2015 State of the Nation Headline findings 48% of pupils in Years 3-11 are hooked on sport and take part in extracurricular or community club sport on three or more occasions per week.

More information

Oakington Manor and Furness School. EQUALITY and DIVERSITY POLICY

Oakington Manor and Furness School. EQUALITY and DIVERSITY POLICY Oakington Manor and Furness School EQUALITY and DIVERSITY POLICY 2015 Every attempt is made to base our practices and procedures on the fundamental belief that all the children have the same rights irrespective

More information

[PROMOTING ACCESS TO SOCIAL SERVICES FOR BLACK ENGLISH-SPEAKING FAMILIES AT RISK]

[PROMOTING ACCESS TO SOCIAL SERVICES FOR BLACK ENGLISH-SPEAKING FAMILIES AT RISK] 2014 AFRICAN CANADIAN DEVELOPMENT AND PREVENTION NETWORK, Leith Hamilton, MSW Views expressed in this section are those of the author, and not the ACDPN organization [PROMOTING ACCESS TO SOCIAL SERVICES

More information

9.1 Valuing diversity and promoting equality

9.1 Valuing diversity and promoting equality Safeguarding and Welfare Requirement: Safety and Suitability of Premises, Environment and Equipment Providers must follow their legal responsibilities under the Equality Act 2010. 9.1 Valuing diversity

More information

4.10 Race Equality, Disability Equality & Equal Opportunities Policy

4.10 Race Equality, Disability Equality & Equal Opportunities Policy 4.10 Race Equality, Disability Equality & Equal Opportunities Policy Introduction Henry Beaufort School believes that mutual respect and tolerance amongst staff and students is fundamental. The school

More information

Equality Action Plan

Equality Action Plan Equality Action Plan April 2016 Our Values We value every child s individuality We value the development of the whole child-academically, physically, emotionally, socially and spiritually. We value a broad

More information

100 Questions: identifying research priorities for poverty prevention and reduction

100 Questions: identifying research priorities for poverty prevention and reduction 100 Questions: identifying research priorities for poverty prevention and reduction These 100 research questions would, if answered, help to reduce or prevent poverty. The list includes questions across

More information

EDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013

EDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013 EDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013 THE ROLE OF EDUCATION Education involves building up knowledge and learning new skills. It can take place formally or informally. Formal education: takes place

More information

Equality and Diversity Policy

Equality and Diversity Policy Equality and Diversity Policy The Local Governing Body of Wyndham Primary Academy adopted this policy on 8 th June 2015. It will be reviewed annually, no later than September 2015 Page 1 of 12 Equality

More information

1.11 Valuing diversity and promoting equality

1.11 Valuing diversity and promoting equality Whitechapel Village Hall, Church Lane, Whitechapel, Lancs, PR3 2EP Tel 01995 641132 email preschool@whitechapel.lancs.sch.uk Registered charity number 1080554 Equality of opportunity 1.11 Valuing diversity

More information

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level SOCIOLOGY 9699/03 Paper 3 Social Inequality and Opportunity For Examination from 2014 SPECIMEN MARK SCHEME

More information

YOUTH SPORT TRUST GIRLS ACTIVE PRE-INTERVENTION SURVEY REPORT. In partnership with:

YOUTH SPORT TRUST GIRLS ACTIVE PRE-INTERVENTION SURVEY REPORT. In partnership with: YOUTH SPORT TRUST GIRLS ACTIVE PRE-INTERVENTION SURVEY REPORT CONTENTS 3 SECTION 1: CONTEXT 4 SECTION 2: ALL GIRLS 6 SECTION 3: GIRLS BY KEY STAGE 8 SECTION 4: GIRLS BY ACTIVITY LEVEL 11 SECTION 5: GIRLS

More information

Experiencing difference: Prejudice and racism in nursing education

Experiencing difference: Prejudice and racism in nursing education Experiencing difference: Prejudice and racism in nursing education Dr Lois Berry RCN Joint Education Forums 3 rd International Conference & Exhibition Belfast, Northern Ireland June 16, 2011 Learning outcomes

More information

PSHE and Philosophy Policy

PSHE and Philosophy Policy PSHE and Philosophy Policy November 2012 Approved by GB: Nov 2012 Next review due: Nov 2014 PSHE and Philosophy POLICY NOV 2012 FINALVERSION Reviewed by Curriculum Committee Nov 2012 Page 1 of 8 Purpose

More information

Equality, Diversity and Cohesion Policy

Equality, Diversity and Cohesion Policy Equality, Diversity and Cohesion Policy -2015 1 Introduction Equality, Diversity and Cohesion Policy At Sheffield Springs Academy our aim is to provide a rich and focused educational experience for all

More information

Ready or Not! African American Males in Kindergarten

Ready or Not! African American Males in Kindergarten Ready or Not! African American Males in Kindergarten Based on the work of Oscar Barbarin, PhD University of North Carolina, Chapel Hill School of Social Work Presentation developed by Jenny Nicholson,

More information

EQUALITY AND DISABILITY POLICY

EQUALITY AND DISABILITY POLICY EQUALITY AND DISABILITY POLICY At Westleigh High School we aim to promote equality and diversity and tackle any form of discrimination. We seek to remove any barriers to access, participation, attainment

More information

Higher Education in India. Emerging issues of Diversity and Discrimination

Higher Education in India. Emerging issues of Diversity and Discrimination Higher Education in India Emerging issues of Diversity and Discrimination Growth in Institutional Capacity- University and Colleges India has witnessed tremendous increase in its institutional capacity

More information

Teaching and learning: Achieving quality for all Afghanistan: Fact Sheet

Teaching and learning: Achieving quality for all Afghanistan: Fact Sheet Teaching and learning: Achieving quality for all Afghanistan: Fact Sheet Most EFA goals are likely to be missed by 2015 The pace of progress towards universal primary education, lower secondary education

More information

As a Research Team we are keen to maintain the momentum created by this report and commit to the following in 2014:

As a Research Team we are keen to maintain the momentum created by this report and commit to the following in 2014: 1.0 Introduction 1.1 A sports coach UK introduction: Purpose and use of the research The under-representation of coaches from Black and Minority Ethnic (BME) groups has been identified in previous research

More information

! # %!&! () +,,. / / 0 / 1 %, )) 1 2, & 3 )) 1 2, & # ) 6

! # %!&! () +,,. / / 0 / 1 %, )) 1 2, & 3 )) 1 2, & # ) 6 ! # %!&! () +,,. / / 0 / 1 %, )) 1 2, & 3 )) 1 2, & 3 4 5 # ) 6 7 TEACHING ASSISTANTS PERSPECTIVES OF DEAF STUDENTS LEARNING EXPERIENCES IN MAINSTREAM SECONDARY CLASSROOMS Jackie Salter The School of Education,

More information

PUBLISHABLE SUMMARY Interests & Recruitment In Science

PUBLISHABLE SUMMARY Interests & Recruitment In Science PUBLISHABLE SUMMARY Interests & Recruitment In Science Factors influencing recruitment, retention and gender equity in science, technology and mathematics higher education IRIS context and main objectives

More information

Protecting children from racism and racial abuse: a research review Summary of research and findings

Protecting children from racism and racial abuse: a research review Summary of research and findings February 1999 www.nspcc.org.uk/inform Protecting children from racism and racial abuse: a research review Summary of research and findings Christine Barter The impact of racism Racism has been defined

More information

COMMUNITY COHESION POLICY

COMMUNITY COHESION POLICY THE FEDERATED GOVERNING BODY OF HILLTOP AND KELFORD SCHOOLS COMMUNITY COHESION POLICY Title: Community Cohesion Issued: 1 st September 2012 Review Schedule: Every three years Last Review: 14 th May 2015

More information

Gender equality, media and democracy in Italy.

Gender equality, media and democracy in Italy. Gender equality, media and democracy in Italy. Current research on gender analysis illustrates that gender equality in news media is still a goal to be fully achieved. Within global contexts, only 24 per

More information

Summary of the Research on the role of ICT related knowledge and women s labour market situation

Summary of the Research on the role of ICT related knowledge and women s labour market situation Summary of the Research on the role of ICT related knowledge and women s labour market situation Comparative anlysis of the situation in the five surveyed countries: Analysis of data about employment shows

More information

Björn Flising Göteborg University Department of Education Sweden

Björn Flising Göteborg University Department of Education Sweden Björn Flising Göteborg University Department of Education Sweden A few remarks on men in child care and gender aspects in Sweden Contribution to the conference on Men in Childcare, London, Sept. 19, 2005

More information

Gender issues raising the attainment of boys in design and technology

Gender issues raising the attainment of boys in design and technology Loughborough University Institutional Repository Gender issues raising the attainment of boys in design and technology This item was submitted to Loughborough University's Institutional Repository by the/an

More information

Thomson House School Equality Information and Objectives

Thomson House School Equality Information and Objectives Thomson House School Equality Information and Objectives Agreed by: Governor s Finance and General Purposes Committee Date: January 2015 Review Cycle: Four years Next Review Date: January 2019 If you require

More information

Summary in English. Background. Method. Sample. Teachers

Summary in English. Background. Method. Sample. Teachers 127 5 Summary in English Background The Knowledge Foundation has commissioned CMA (Centre for Market Analysis AB) to carry out the study. This is the second issue of the report, the first was published

More information

ZIMBABWE SCHOOL EXAMINATIONS COUNCIL (ZIMSEC) SOCIOLOGY 2252 ORDINARY LEVEL SYLLABUS

ZIMBABWE SCHOOL EXAMINATIONS COUNCIL (ZIMSEC) SOCIOLOGY 2252 ORDINARY LEVEL SYLLABUS ZIMBABWE SCHOOL EXAMINATIONS COUNCIL (ZIMSEC) SOCIOLOGY 2252 ORDINARY LEVEL SYLLABUS EXAMINATION SYLLABUS FOR 2013-2018 SOCIOLOGY ORDINARY LEVEL/SCHOOL CERTIFICATE SUBJECT 2252 Subject 2252 is available

More information

APPLEFORD SCHOOL EQUALITY & DIVERSITY POLICY SINGLE EQUALITY POLICY

APPLEFORD SCHOOL EQUALITY & DIVERSITY POLICY SINGLE EQUALITY POLICY EQUALITY & DIVERSITY POLICY SINGLE EQUALITY POLICY Statement of Intent Appleford School is committed to providing equality and opportunity and anti-discriminatory practice for all children and families.

More information

Equality action plan Equality objectives

Equality action plan Equality objectives Equality action plan 2012 2014 Farnham Heath End School will record and publish relevant equality information and the issues it has taken account of and clear how it has compiled with the equality duty.

More information