Leadership

Inter-Ethnic Relations Of Teenagers In England’s Schools

Pupils from schools with greater ethnic diversity have more positive feelings towards pupils of different ethnicities, according to this new study of attitudes in English secondary schools from the University of Bristol and LSE.

While pupils tend to have warmer feelings for their own ethnic group, the more mixed the school, the warmer the feelings for other ethnicities, promoting social cohesion.

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      string(387) "... the host society’s social and cultural norms andvalues, for instance, acts more as an obstruction to, ratherthan a catalyst of successful integration and healthy inter-group relations for schools and communities. Newcomersinterpret the emphasis on assimilation as fundamentallyhostile, both in effect and in intent. Assimilation cantherefore act as a ..."
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      string(5349) "broader, much needed integrationstrategy. OTTs must be supported by schools, teachertraining providers, local authorities, social, religious,cultural, and appropriate national policies that make thetasks of integration easier. Success in this process makespossible the win-win arrangements that inspire successfulmigration systems and successful multi-ethnic societies.Meaningful and successful integration then, drawsits energy from the very fact that teacher recruitmentand migration on the scale now being experienced isfundamentally about ‘becoming’, rather than ‘being’; andabout long term rather than short term solutions, and lessabout ‘us’ versus ‘them’.■■■ Is there a best fit model?How should England think of the integration ofOTTs in the face of increased teacher recruitment andmigration? “Integration is the process through which,over time, newcomers and hosts form an integral whole”(Papademetriou, 2003). OTTs are as good as the supportthey receive, and for agglomeration to take place, OTTsmust be encouraged and assisted to weave themselvesinto every aspect of British life as soon as possible uponarrival.Newcomers tend to do better in socially and politicallysupportive environments that allow them to change mostof their social and cultural traditions, whilst learning andadapting to important cultural and community practicesand norms at their own pace. This in turn, allows migrantsto build their confidence and sense of belonging moregradually.Therefore, at the heart of any successful integrationmodel must reside continuous interaction, mutualadjustments and accommodations. In any model,OTTs themselves must be the ‘core’. Consequently, theBritish government and the agencies above must workin partnership with labour unions, religious groups,high commissions and embassies, community and non-governmental organisations to formulate, implement andenforce policies which will not placate, but safeguard andsupport OTTs. This should be a model grounded in equityrather than exploitation, and on empathy rather thanexpediency, which neither forces nor ignores the pace ofadaptation and the complexities of change.However such an arrangement is neither easy to adaptor implement , neither can it be seen as a panacea. Theprocess will be burdensome for all parties and is mademore difficult by attempts to assemble a team of OTTs,educationalist, policy makers, academics, union leadersand trade representatives at the same discussion table.Further, this process requires moral courage and visionaryleadership.There are other integration models worth considering.Both the assimilationist and multiculturalist modelsare arguably better known (Papademetriou, 2003).Assimilation, also called incorporation, is “the process bywhich the characteristics of members of migrant groups andhost societies come to resemble one another” (Hirschman,17……………………………………………………………………………………………………………………………………………………………………………………………………………….Practice andpolicyet al, 1999). In other words, members of migrant groupsare thought to be ‘incomplete’. This ‘incompleteness’ oftenmanifests itself in terms of human capital (education) andlanguage needs (Herbert, 1992).Emphasis on socio-cultural assimilation, or the one-wayadoption of the host society’s social and cultural norms andvalues, for instance, acts more as an obstruction to, ratherthan a catalyst of successful integration and healthy inter-group relations for schools and communities. Newcomersinterpret the emphasis on assimilation as fundamentallyhostile, both in effect and in intent. Assimilation cantherefore act as a self-fulfilling prophesy by sharpeninggroup differences and polarising perceptions and behaviour,rather than diminishing them.Similarly, an official policy of multiculturalismundermines unity, solidarity and the sense of community.“Multiculturalism is an ideology which advocates thatsociety should consist of, or at least allow and include,distinct cultural groups, with equal status” (The Economist,2003). The Archbishop of York, John Sentamu, hassuggested that multiculturalism has seemingly impliedthat minority cultures be allowed to express themselvesbut that the majority be constrained (Times online,2005). Sentamu’s observations reveal obvious tensionsabout what counts as “equal status”. Multiculturalismtherefore remains in doubt and anathema to social andother traditionalists since it creates a society built aroundspecial interests.Neither multiculturalism nor assimilationism appearsparticularly feasible at a time when England is trying tocome to terms with the reality of further large scale influxof teachers. According to Kofi Anan, “Only with animaginative strategy for integrating migrants can countriesensure that they enrich the host society more than theyunsettle it”.■■■ Public and private sector cooperation:a combined effortThe gaps in knowledge and the debates concerning teacher‘brain drain’ and ‘brain gain’ must begin to reflect andevaluate how newcomers relate to and integrate into hostsocieties. Various stakeholders must begin to confronthow OTTs"
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Professional Development

Overseas trained teachers in England - social and profession

16 Mar 2008

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      string(390) "... by income andethnicity in England’s schools. The study covers all of England’s 20,000+ registered stateschools and found that thousands of schools across England are segregated along ethnic andsocio-economic lines.The research found that more than a quarter of primary and four in 10 secondary schools areethnically ..."
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      string(5729) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.UNDERSTANDING SCHOOL SEGREGATION INENGLAND: 2011 TO 2016KeywordsSchoolsegregation,income,ethnicity, socio-economic, whiteBritish pupils,free schoolmeals, ethnicminority pupilsSummaryThis research by The Challenge social integration charity looks at segregation by income andethnicity in England’s schools. The study covers all of England’s 20,000+ registered stateschools and found that thousands of schools across England are segregated along ethnic andsocio-economic lines.The research found that more than a quarter of primary and four in 10 secondary schools areethnically divided.Researchers from The Challenge – working with the iCoCo Foundation and SchoolDash – measuredhow segregated a school was by comparing its numbers of white British pupils and those eligible forfree school meals with those of the 10 schools closest to them.They used official statistics for the years 2011 to 2016, examining more than 20,000 state schools.Areas singled out for particular concern were:■ Kirklees in West Yorkshire■ Lancashire as a whole, but especially Blackburn with Darwen■ Rochdale in Greater Manchester■ BirminghamThe researchers regarded a school to be “segregated” if the proportion of ethnic minority pupils orpupils on free school meals was very different to the proportions at the neighbouring schools.They found secondary schools were more likely to be segregated by ethnicity than socio-economicstatus, while primary schools were more likely to be segregated along socio-economic lines.Primary faith schools were more ethnically segregated than those of no faith (29% against 25%) whencompared with neighbouring schools, the study found.Faith-based primary schools were also more likely to have a wealthier student population, with overone in four (27%) having significantly fewer pupils from more disadvantaged homes than other nearbyschools; this compared with 17% of non-faith primaries.Grammar schools – which Theresa May’s government wants to expand – were heavily segregated bysocial background, the research found.Some 98% of these selective schools had low numbers of poorer pupils, compared with their localWeek Commencing 27th March 2017http://the-challenge.org/uploads/documents/TCN-Understanding-School-Segregation-in-England-2011-to-2016.pdfhttp://the-challenge.org/uploads/documents/TCN-Understanding-School-Segregation-in-England-2011-to-2016.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.schools, and none had pupil populations with high numbers of children eligible for free school meals.The study also suggested that in some areas the situation was worsening – with primaries becomingmore ethnically segregated over the past five years in more than half of the 150 areas examined.Recommendations:■ As part of its response to the Casey Review, the Government should recognise the trends thatCasey, ourselves and many others have identified and set a clear direction to reduce the growthof school segregation and to reduce segregation wherever it is at a high level and encourage allagencies to act accordingly, providing advice, support, guidance and resources as appropriate.■ Local Government, faith authorities, academy chains, and individual schools should reviewpractice, not only in relation to individual schools but also to consider the impact uponneighbouring schools, encouraging and supporting joint interventions wherever possible.■ School Governors should publish a clear commitment to this end and be required to publishdetails of their intake, comparing trends over time and taking responsibility for them. They shouldalso engage with parents, developing open and transparent arrangements to build the widestpossible support for integration.■ ’Inter-school’ measures, such as school linking and joint activities should continue, but must notbe seen as an alternative for school and community integration through both child and parentalnetworks which schools naturally engender.■ The Government, local authorities, academy chains and school leaders should continue topromote National Citizen Service and other ‘out-ofschool’ social action schemes that have theexpress purpose of bringing together young people from different schools and backgrounds, toprovide them with the experience of difference that is vital to an integrated and strong society.This should include supporting those schemes that build on the success of NCS, such asHeadStart, to encourage young people to continue to mix across social divides and play anactive role in society.■ All schools, especially those that do not represent the areas they serve or the country as a whole,should re-double their efforts to ensure that all young people learn about difference, in thecontext of British values, and have the opportunity to build intercultural competence and religiousliteracy.WEB LINKUnderstanding School Segregation in England: 2011 to 2016http://the-challenge.org/uploads/documents/TCN-Understanding-School-Segregation-in-England-2011-to-2016.pdf"
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Leadership

Understanding School Segregation in England: 2011 to 2016

23 Mar 2017

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      string(369) "... all schools continue to develop an equalities framework that acknowledges and responds to diversity within the population of Scotland with the aim of to improving inter-ethnic relations, both locally and nationally.· Given that there appeared to be lack of clarity in some young people’s understandings of what constituted ..."
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      string(464) "This is a summary of a 74–page report by the Glasgow Centre for the Child & Society on the experiences of young people from white ethnic backgrounds following the move from primary to secondary school. It examines young people's school experiences within the context of wider family, peer and neighbourhood relationships, and the relations between young people from a variety of backgrounds. Update Note: The full report is no longer available."
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      string(2636) "generally.Inter-ethnic relations· Of concern is the discrepancy between reported incidents and young people’s experiences of racism. Giving further encouragement to pupils to report incidents experienced or witnessed is a priority. Extending existing measure that allow pupils to report incidents anonymously, for instance, ‘Bullying Boxes’, is recommended.· Further development of forums for peer mediation within schools is recommended to capitalise on young people’s tendency to share worries and concerns with friends and peers in the first instance.· Young people thought the Scottish Executive ‘One Scotland. Many Cultures’ campaign was effective. It could be fruitful to build on such initiatives tailoring content to the Scottish context in initiatives provided in all schools, perhaps as part of the PSE curriculum.· To challenge the increase in racist attitudes and conduct within secondary schools it is recommended that early intervention initiatives be built upon, providing race equality education in all nursery, primary and secondary schools· To further equip teachers with the skills necessary to deal effectively with racism in school, teacher training on race equality education should be extended in initial and continuing teacher training.· Regardless of their ethnic composition, it is recommended that all schools continue to develop an equalities framework that acknowledges and responds to diversity within the population of Scotland with the aim of to improving inter-ethnic relations, both locally and nationally.· Given that there appeared to be lack of clarity in some young people’s understandings of what constituted racist language, work on defining and challenging the use of racist language in school should be further developed.It is also recommended that work undertaken to include a wider equalities framework in teacher training and school policies be extended.NotesGiven that young people’s lives are very much centred in their local areas and neighbourhoods, it is clear that the ethnic composition of Glasgow will be important in shaping young people’s impressions of Scotland as a multicultural country. The challenge in Scotland is to develop public policy and practice to facilitate and support greater knowledge, respect and acceptance amongst young people for diversity within Scotland. AuthorRaspal Chima, Questions PublishingDate CreatedApril 2006Enquiries to:rchima@qiis.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

White children’s perspectives on inter–ethnic relations

1 Apr 2006

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      string(5650) "26Vol 4.4School Leadership Todaywww.teachingtimes.comLeadingLearningRacismRacial violence and harassment continues to be a serious problem in Britain.The BBC recently reported that there were more than 87,000 racist incidents inBritain’s schools and many more go unreported. Racial abuse can take variousforms: from bullying, name-calling and harassment to more extreme formsof violence. When this violence and abuse is motivated by hate and targets particulargroups because of what they look like, their faith or where they come from, it can be atraumatic experience.But whose responsibility is it to undertake prevention work, and what works whentrying to change deeply entrenched racist attitudes? In three areas of London, workwith young people was carried out to develop greater insights and new approachesto preventing racist violence in both schools and communities over a six-year period.Its conclusions challenge the prevailing practice of ‘zero tolerance’ as an adequateresponse to tackling racism in work with young people (e.g. by teachers excludingRacism: Zerotolerance,zero results?The problem? Racism in schools. The solution? …It mightnot be what you think. Sioned Churchill explains why aschool’s response to racist attitudes has to be preventative andproactive, not punitive.27Vol 4.4School Leadership Todaywww.teachingtimes.comLeadingLearningRacismpupils for such behaviour from the class) as it fails to address the underlying causesof their attitudes and behaviour. There is little reason to believe that reactive andrepressive responses will bring about the necessary change. A more proactive andpreventative approach is needed.Setting up the projectThe Preventing Racist Violence Initiative was established in response to researchpublished by the Runnymede Trust: Preventing Racist Violence – Work with Actualand Potential Perpetrators (2005)a which identified that, although young people (andespecially young men) predominantly perpetrate racist violence, almost all work in thisfield over recent decades has concentrated on supporting victims and there has beenvirtually no work undertaken with youngpeople specifically to prevent racistviolence.In response to the findings andrecommendations of the Runnymedereport, the Trust for London, anindependent grant-making Trust,invested funds in a special initiative topilot work on preventing racist violence.Work started in 2006 when threeorganisations – Working With Men, LeapConfronting Conflict and SearchlightEducational Trust – were funded, initiallyover a three-year period (which wassubsequently extended), to developprojects in three areas of London:Thamesmead, Bexley and Barking andDagenham.These areas were by no means typical of London or of the country as a whole butthey had all experienced economic and demographic change, which had disturbedestablished social patterns resulting in changes in inter-ethnic relations. When thisoccurs, ethnic differences often become more salient and sensitive with the riskthat support for right wing and other extremist groups may grow. These trends aretaking place in many parts of Britain and are likely to become increasingly prominentin coming years. It is, therefore, essential to work with those young people whoseattitudes and interactions will determine whether or not different social groups willintegrate successfully in the decades ahead.Each of the three organisations worked in different ways but met regularly to sharetheir experience and learning. The work was evaluated by the Runnymede Trust, whichhelped draw out the themes and challenges of this work. The individual projects alsobenefited greatly from the experience of the lead youth worker of the pioneering BedeAnti-Racist Youth Project, carried out over three years in Bermondsey in South Londonin the mid-1990s, which is still the only fully-documented example of a youth-workproject aimed at preventing racist violence among young people in Britainb.The projectsWorking With Men had extensive experience of working directly with young peopleon personal, conflict-resolution and identity issues, and drew on this in establishing aproject for a full-time youth worker to undertake independent work (under the aegisof Greenwich Youth Service) in the Thamesmead area of South East London. WorkingWith Men implemented this plan with a single experienced youth worker who engagedwith young people either through clubs or on the street, building relationships withthem to explore issues, challenge attitudes and bring them into contact with youngpeople from other groups and neighbouring areas. He also undertook extensive workwith young people on race and identity issues in the local secondary school and anearby further education college.The outcomes of this work included:Evidence of changing attitudes of young people engaged in the project – forexample, groups of young people who had previously been hostile to each otherformed a football team and exchanged mobile numbers.■http://www.runnymedetrust.org/http://www.runnymedetrust.org/publications/23/32.htmlhttp://www.runnymedetrust.org/publications/23/32.htmlhttp://www.trustforlondon.org.uk/http://www.workingwithmen.org/http://www.leapconfrontingconflict.org.uk/http://www.leapconfrontingconflict.org.uk/http://www.setrust.org.uk/http://www.setrust.org.uk/http://www.workingwithmen.org/28Vol 4.4School Leadership Todaywww.teachingtimes.comLeadingLearningRacism What young people at the project said….Before participation After participation“They shouldn’t come here and act likethey own the place”“There are"
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Leadership

Racism: Zero tolerance, zero results?

26 Nov 2012

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