The Runnymede School Report - University of Roehampton
Runnymede Perspectives
The Runnymede School Report
Race, Education and Inequality in Contemporary Britain
Edited by Claire Alexander, Debbie Weekes-Bernard and Jason Arday
Runnymede: Intelligence for a Multi-ethnic Britain
Runnymede is the UK's leading independent thinktank on race equality and race relations. Through highquality research and thought leadership, we:
? Identify barriers to race equality and good race relations;
? Provide evidence to support action for social change;
? Influence policy at all levels.
Disclaimer This publication is part of the Runnymede Perspectives series, the aim of which is to foment free and exploratory thinking on race, ethnicity and equality. The facts presented and views expressed in this publication are, however, those of the individual authors and not necessariliy those of the Runnymede Trust.
ISBN: 978-1-909546-10-3
Published by Runnymede in August 2015, this document is copyright ? Runnymede 2015. Some rights reserved.
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Contents
Foreword
3
Introduction: Race and Education ? Contemporary Contexts
4
and Challenges
Claire Alexander, Debbie Weekes-Bernard and Jason Arday
SECTION I: IDEOLOGIES
6
1. The Monsterisation of Race Equality: How Hate Became Honourable 6 David Gillborn
2. Fundamental British Values
10
Sally Tomlinson
3. Narrative, Nation and Classrooms: The Latest Twists and Turns
14
in a Perennial Debate
Robin Richardson
SECTION II: BLACK AND MINORITY ETHNIC PUPIL PROGRESS
17
4. Aspirations, Language and Poverty: Attainment and Ethnicity
17
Simon Burgess
5. Ethnic Education and Labour Market Position in Britain (1972-2013) 22 Yaojun Li
SECTION III: TEACHING AND TEACHER TRAINING
27
6. Challenging Cultures in Initial Teacher Education
27
Uvanney Maylor
7. `Racism, It's Part of My Everyday Life': Black and Minority
32
Ethnic Pupils' Experiences in a Predominantly White School
Vini Lander
SECTION IV: SCHOOL CULTURES AND EDUCATIONAL PRACTICES
36
8. Black and Minority Ethnic Students on the Margins:
36
Self-segregation or Enforced Exclusion?
Gill Crozier
9. `Dangerous' Muslim Girls? Race, Gender and Islamophobia
40
in British Schools
Heidi Mirza
10. Social Mixing in Urban Schools: Racialising the `Good Mix'
44
Sumi Hollingworth
11. Considering Mentoring among BME Learners and Issues
48
concerning Teacher Training: The Narratives of Students and
Teachers
Jason Arday
12. `Hard Time Pressure inna Babylon': Why Black History in Schools 51 is Failing to Meet the Needs of BME Students, at Key Stage 3 Nadena Doharty
Biographical Notes on Contributors
56
The Runnymede School Report 3
Foreword
I am delighted to be writing the foreword for the Runnymede Trust's Perspectives report on Race, Education and Inequality. We know that education can and does play a vital part in improving a child's life chances as well as improving society as a whole. It can be the great equaliser ? showing it does not matter where you came from but where you are going. However as this report shows, the opportunities that formal education provide to enable our children and young people to get on in life are not available to everyone. Inequalities in education based on race and ethnicity still exist at every stage of the education journey, from early years to primary, secondary school, and beyond including university or apprenticeships.
Most worryingly 30 years on from the Swann Report, issues of racial discrimination and stereotyping still exist. Together with the trend of a narrowing curriculum, a focus on utilitarianism and increasing child poverty, these issues may not simply continue but get worse. The implications are that we will become a more divided and untrusting society than ever. And that affects all of us.
This report should be a wakeup call for politicians, educators and educational administrators. We must make sure that all of our children have the same opportunities to fulfil their potential. We must change attitudes and practice that prevents this and challenge policy that reinforces inequality in education. As part of this, we need to have measures in place to monitor and regularly report on education inequality by race and ethnicity. We will be failing our children if we do not act.
Debbie Abrahams MP
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