internal ethnic edu

Gilbourn + Mirza GCSE

Gilbourn + Mizra- black children highest achivers on entrying primary school but worst results when in GCSE

Gillibourn + Youdell- expectations

Gillibourn + Youdell- racialised expectations- teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening or challenging to authority 

authority. When teachers acted on this misperception, the pupils responded negatively and further conflict resulted. In tum, Black pupils felt teachers underestimated their ability and picked on them

Wright- Asian pupils

Wright- asian pupils feel isioated when teachers expressed disapproval of their customs or mispronounced their names, teachers also assumed they would have poor grasp of englisg and left them out of class discussions or used simplistic language when speaking to them

Archer pupil identities

Archer- pupil identities: 

• idealised- MC white  seen as pupil stereotypically achieving in the right way natural ability and initiative, 

• pathologicalised- asian,deserving of poor, feminised identity- sees them as conformists and culture bound over achiever- slogger who archives through hard work and not natural ability, 

• Demonolised pupil- white or black WC- sees them as unintelligent, peer led, cultural dep under achiever

Archer Asian girls

Archer- teachers stereotype asian girls as quiet, passive

Fuller - subculutres

Fuller- black girls in comprehensive school yr11 rejecting negative labels and challenged their anger into success- they did not seek approval from teachers

Mizra- advice

Mizra- racists teachers discouraged black pupils from being ambitious through advice they gave for careers and option choices- these black girls had high self esteem which but them at disadv by restricting their opportunities 

Sewell racism

Sewell- teacher racist stereotyping of black boys disadv them and SFP

Troyna and Williams

Troyna and Willaims- make distinction between individual and institutional racism 

Gilbourn - racism

Gillborn - sees ethnic inequality as so deep rooted into education system as is inevitable 

Gilborn marketisation

Gillborn- due to marketisation gives school more scope to select pupil- it allows negative stereotypes to influence decisions about school admission

Moore and Davenports selection

Moore and Davenports- selection procedures lead to ethnic segregation with mintoirty peoples failing to get into better secondary schools due to discriminations 

 

coard- ethno

 

Coard- ethnocentric curriculum may produce underachievement argues that this image of Black people as inferior undermines Black children's self-esteem and leads to their failure

Gilbourn- assessment

Gillborn- assessment game is rigged so as to validate the dominant cultures superiority- if black children succeed as a group the rules will be changed to re engineer failure

Gillborn calls the new IQism, he argues that teachers and policymakers make false assumptions about the nature of pupils' 'ability' or 'potential'.- sets and streams them