Pub Date : 2023-03-22DOI: 10.1177/27526461231163325
Kevin J Brazant
The Higher Education Sector in Britain, United Kingdom (UK) is currently being taken to task regarding issues of structural inequality and unfair outcomes for student learners from non-white backgrounds, also referred to as the degree awarding gap. How do we disrupt the narrative concerning race, and more specifically as part of our learning, teaching and assessment practices? Using Critical Race Theory, a project, ‘Disrupt the Discourse,’ an initiative launched in 2021 is a small scale case study piloting the application of the aforementioned theory as part of learning and teaching in a Higher Education Institution based in London. The project explored issues of curriculum design, and assessment practices in response to the issue of the degree awarding gap. The initiative explicitly explores uncomfortable conversations about race as part of learning and teaching practice and by working with a team of anti-racist scholars, a curriculum framework and digital toolkit to explore the lived experiences of student and staff was created. Feedback from the pilot was encouraging, academics from different curriculum disciplines and cultural backgrounds saw the initiative as instrumental in re considering assessment practices, curriculum content and pedagogy as part of learning and teaching practice.
{"title":"Disrupting the discourse: Applying critical race theory as a conceptual framework for reflecting on learning and teaching in higher education","authors":"Kevin J Brazant","doi":"10.1177/27526461231163325","DOIUrl":"https://doi.org/10.1177/27526461231163325","url":null,"abstract":"The Higher Education Sector in Britain, United Kingdom (UK) is currently being taken to task regarding issues of structural inequality and unfair outcomes for student learners from non-white backgrounds, also referred to as the degree awarding gap. How do we disrupt the narrative concerning race, and more specifically as part of our learning, teaching and assessment practices? Using Critical Race Theory, a project, ‘Disrupt the Discourse,’ an initiative launched in 2021 is a small scale case study piloting the application of the aforementioned theory as part of learning and teaching in a Higher Education Institution based in London. The project explored issues of curriculum design, and assessment practices in response to the issue of the degree awarding gap. The initiative explicitly explores uncomfortable conversations about race as part of learning and teaching practice and by working with a team of anti-racist scholars, a curriculum framework and digital toolkit to explore the lived experiences of student and staff was created. Feedback from the pilot was encouraging, academics from different curriculum disciplines and cultural backgrounds saw the initiative as instrumental in re considering assessment practices, curriculum content and pedagogy as part of learning and teaching practice.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123964323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1177/27526461231161775
Feyisa Demie
This research paper explores the lessons from London schools in driving school improvement and addressing inequalities. Drawing upon evidence from trend attainment data by ethnic background, a literature review of academic research, the London Challenge, Ofsted and London Local Authorities publications, and case studies of schools, the paper will identify areas of good practice that contribute to raising achievement in London schools. The overall findings showed that attainment at GCSE (General Certificate for Secondary Education) has risen much faster in London than nationally since the London Challenge school improvement programme was launched to improve outcome. There are several reasons why London schools are bucking the national trend. The paper identified many success factors and strategies which contributed to the raising achievement and tackling inequalities such as effective school leadership, quality of teaching and learning, use of data, use of multi-ethnic workforce that reflect the community, and effective support for ethnic minorities and EAL pupils and targeted interventions. The overall conclusion of this study is that improvement in schools in London is an exceptional achievement and offers a worthwhile example of a success story that policymakers at both national and international levels can learn from. Lessons from London schools in tackling inequality and the policy and research implications are discussed critically in the final section.
{"title":"Tackling educational inequality: Lessons from London schools","authors":"Feyisa Demie","doi":"10.1177/27526461231161775","DOIUrl":"https://doi.org/10.1177/27526461231161775","url":null,"abstract":"This research paper explores the lessons from London schools in driving school improvement and addressing inequalities. Drawing upon evidence from trend attainment data by ethnic background, a literature review of academic research, the London Challenge, Ofsted and London Local Authorities publications, and case studies of schools, the paper will identify areas of good practice that contribute to raising achievement in London schools. The overall findings showed that attainment at GCSE (General Certificate for Secondary Education) has risen much faster in London than nationally since the London Challenge school improvement programme was launched to improve outcome. There are several reasons why London schools are bucking the national trend. The paper identified many success factors and strategies which contributed to the raising achievement and tackling inequalities such as effective school leadership, quality of teaching and learning, use of data, use of multi-ethnic workforce that reflect the community, and effective support for ethnic minorities and EAL pupils and targeted interventions. The overall conclusion of this study is that improvement in schools in London is an exceptional achievement and offers a worthwhile example of a success story that policymakers at both national and international levels can learn from. Lessons from London schools in tackling inequality and the policy and research implications are discussed critically in the final section.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133364759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1177/27526461231160187
Joanne Trevenna
This paper explores current accountability mechanisms for the leadership of equality, equity, diversity and inclusion in addressing intersectional discrimination faced by pupils in English schools. I draw on the work of Kimberlé Crenshaw and Patricia Hill Collins in the critical framing of intersectional discrimination and the work of UK-based academics, notably David Gillborn, in examining the impact of intersectional discrimination on pupils in the English education system. I argue that an intersectional approach can deepen understanding and acknowledge the complexities of human identity and therefore offer more sophisticated support systems for pupils. The dangers of diluting the recognition of the impact of singular, shared identity attributes are considered in the context of power hierarchies at the points of intersection and balanced against the recognition that a focus on single characteristics and a totalising view of identity may reduce understanding which can then limit equity action for equality.
本文探讨了在解决英语学校学生面临的交叉歧视问题时，平等、公平、多样性和包容性领导的现行问责机制。我借鉴了金伯利·洛伊尔·克伦肖(kimberl Crenshaw)和帕特里夏·希尔·柯林斯(Patricia Hill Collins)在交叉歧视的关键框架方面的工作，以及英国学者，尤其是大卫·吉尔伯恩(David Gillborn)在研究英国教育体系中交叉歧视对学生的影响方面的工作。我认为，交叉方法可以加深理解和承认人类身份的复杂性，从而为学生提供更复杂的支持系统。在交叉点的权力等级背景下，考虑了稀释对单一、共享身份属性影响的认识的危险，并与对单一特征的关注和对身份的总体看法可能会减少理解的认识相平衡，从而限制平等的公平行动。
{"title":"Why isn’t the addressing of intersectional discrimination and disadvantage a key leadership priority in English schools?","authors":"Joanne Trevenna","doi":"10.1177/27526461231160187","DOIUrl":"https://doi.org/10.1177/27526461231160187","url":null,"abstract":"This paper explores current accountability mechanisms for the leadership of equality, equity, diversity and inclusion in addressing intersectional discrimination faced by pupils in English schools. I draw on the work of Kimberlé Crenshaw and Patricia Hill Collins in the critical framing of intersectional discrimination and the work of UK-based academics, notably David Gillborn, in examining the impact of intersectional discrimination on pupils in the English education system. I argue that an intersectional approach can deepen understanding and acknowledge the complexities of human identity and therefore offer more sophisticated support systems for pupils. The dangers of diluting the recognition of the impact of singular, shared identity attributes are considered in the context of power hierarchies at the points of intersection and balanced against the recognition that a focus on single characteristics and a totalising view of identity may reduce understanding which can then limit equity action for equality.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126523190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1177/27526461221149034
Claire Stewart-Hall, Lorraine Langham, Paul Miller
This paper explores the literature on the prevention of exclusions of Black children in English schools which has remained an entrenched problem and persistent concern for many decades. It examines grey literature from projects, as well as tested approaches, and the impact of preventative strategies, identifying patterns of when and where Black pupils are most excluded. This review begins by exploring the combination of systemic and policy changes that may have contributed to increased exclusion levels and triangulates evidence from reviews and academic analysis from experts in the field. The paper then explores projects that have responded to increases in the exclusion of Black girls and presents evidence of the experiences of intersecting identities and discrimination, such as adultification, and how this has been found to contribute to growing disproportionate numbers of exclusions for girls. Qualitative data from multiple Ofsted and DfE reports are reviewed and the effects of using role models, as well as the roles that teachers and leaders play in reducing exclusions as key systemic apparatus. The paper ends with research on different types of interventions to prevent school exclusion and their varied successes.
{"title":"Preventing school exclusions of Black children in England – a critical review of prevention strategies and interventions","authors":"Claire Stewart-Hall, Lorraine Langham, Paul Miller","doi":"10.1177/27526461221149034","DOIUrl":"https://doi.org/10.1177/27526461221149034","url":null,"abstract":"This paper explores the literature on the prevention of exclusions of Black children in English schools which has remained an entrenched problem and persistent concern for many decades. It examines grey literature from projects, as well as tested approaches, and the impact of preventative strategies, identifying patterns of when and where Black pupils are most excluded. This review begins by exploring the combination of systemic and policy changes that may have contributed to increased exclusion levels and triangulates evidence from reviews and academic analysis from experts in the field. The paper then explores projects that have responded to increases in the exclusion of Black girls and presents evidence of the experiences of intersecting identities and discrimination, such as adultification, and how this has been found to contribute to growing disproportionate numbers of exclusions for girls. Qualitative data from multiple Ofsted and DfE reports are reviewed and the effects of using role models, as well as the roles that teachers and leaders play in reducing exclusions as key systemic apparatus. The paper ends with research on different types of interventions to prevent school exclusion and their varied successes.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116675251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-28DOI: 10.1177/27526461231153666
J. Supovitz, A. Hemphill, Om Manghani, Chanteliese Watson
Equality of opportunity is the aspiration of a just society, but the reality is that inequities remain entrenched in many aspects of America today. Structural inequities are deeply rooted conditions that are codified into the organization of social systems and produce disadvantages to some groups based on their intrinsic qualities or capabilities (Noguera & Alicia, 2020). The experience of schools in their transition to online learning in the throes of the coronavirus pandemic in the spring of 2020 illuminated many of the structural inequities that plague the education system. In this paper, we use the literature on structural inequities to identify and analyze seven inequities that schools faced during the initial outbreak of the COVID-19 pandemic.
{"title":"Cogs of inequity: How structural inequities impeded school efforts to support students and families at the outbreak of the COVID-19 pandemic","authors":"J. Supovitz, A. Hemphill, Om Manghani, Chanteliese Watson","doi":"10.1177/27526461231153666","DOIUrl":"https://doi.org/10.1177/27526461231153666","url":null,"abstract":"Equality of opportunity is the aspiration of a just society, but the reality is that inequities remain entrenched in many aspects of America today. Structural inequities are deeply rooted conditions that are codified into the organization of social systems and produce disadvantages to some groups based on their intrinsic qualities or capabilities (Noguera & Alicia, 2020). The experience of schools in their transition to online learning in the throes of the coronavirus pandemic in the spring of 2020 illuminated many of the structural inequities that plague the education system. In this paper, we use the literature on structural inequities to identify and analyze seven inequities that schools faced during the initial outbreak of the COVID-19 pandemic.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"1067 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132333135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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