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"Basit, Tehmina N"
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Playing the role of 'cultural expert': teachers of ethnic difference in Britain and Australia
This article brings together the findings of two separate studies in Britain and Australia that sought to examine the experiences of teachers of ethnic difference. Drawing on qualitative data, we examine how early-career and mid-career minority ethnic teachers in Britain and Australia, respectively, understand and take up the role of 'cultural expert', a position generated through expectations that they will be mentors and role models for ethnic minority students as well as curriculum and pedagogy leaders within schools. The newly qualified British teachers were generally positive about their positioning as cultural experts because the recognition of their knowledge about minority ethnic cultures, traditions and languages enabled them to develop self-esteem and, in turn, led them towards self-actualisation. The experienced Australian teachers, however, perceived their role as 'cultural expert' as problematic because the demands and associated increase in workload led to disenchantment and burn-out and reduced opportunities for their career development on a broader level. We conclude by raising issues around teacher education and the recruitment of minority ethnic teachers.
Journal Article
Higher education institutions and work-based learning in the UK
Higher education institutions (HEIs) in the UK are increasingly engaging in work-based learning. The tripartite relationship between the HEI, the employer and the employee is viewed to be of great significance in work-based learning, not only in the initial stages of procurement of a contract, but also in designing and delivering the programme to meet the employer and employee needs, and those of the HEI, to make the programmes successful. This paper is based on one theme related to a larger EU-funded project on work-based learning leading to qualifications. Based on in-depth interviews at a post-1992 university in the UK with a range of staff including executive, senior management, managerial, teaching and administrative staff, we focus on this theme, to analyse employer engagement from the perspective of the HEI. We recommend strategies to enhance the tripartite relationship for the benefit of those involved and to improve policy and practice in the field. These include a strategic approach to work-based learning and regarding it as an integral part of higher education activity rather than a supplementary pursuit.
Journal Article
Educational capital as a catalyst for upward social mobility amongst British Asians: a three-generational analysis
This paper is based on research that examined intergenerational dynamics amongst British South Asians regarding education and family life. The study investigated the perspectives of grandparents, parents and young people to establish how family attributes and education were perceived by these three groups. The methods used to gather data were focus groups and individual interviews. These were complemented by digital ethnography, which involved using photographs taken by the young people for reflection during interviews. Drawing on Bourdieu, Putnam and Coleman's theses of cultural and social capitals, the paper forwards the concept of educational capital, as the findings suggest a high emphasis on the acquisition of educational capital for upward social mobility amongst all groups.
Journal Article
White British; dual heritage; British Muslim: Young Britons' conceptualisation of identity and citizenship
This paper examines young British people's conceptualisation of identity and citizenship. Data were gathered through a questionnaire survey from 442 young male and female citizens of majority and minority ethnic origins, aged 14-24 years and at different stages of education, employment and non-employment. This was followed up by in-depth interviews with a stratified sample of 40 participants. Drawing on quantitative and qualitative data, and by closely examining the two key concepts of identity and citizenship, the paper analyses the ways in which young Britons perceive their multiple identities and citizenship status. The research shows that education and career are the major priorities of these young people. They have clear notions of identity and citizenship and most are comfortable with their own identities and feelings of citizenship. However, some of those who are from a minority ethnic background have doubts about being viewed as British citizens because of racial harassment or stereotyping, particularly in the aftermath of terrorist attacks in the West. The research has implications for pedagogy, education policy, community cohesion and social justice.
Journal Article
Omani girls' conceptions of gender equality: addressing socially constructed sexist attitudes through educational intervention
This paper is based on a quasi-experimental study which examines the effects of a school-based intervention on Omani girls' attitudes towards the notion of gender equality. A questionnaire was administered before and after the intervention to 241 girls (116 in the experimental group; 125 in the control group). A semi-structured interview was conducted before and after the intervention with 16 participants (eight from the experimental group; eight from the control group). Analysis of quantitative data in the post-intervention round revealed statistically significant differences between the two groups in attitudes towards gender equality in favour of the experimental group. Similarly, the analysis of qualitative data from the post-intervention round showed that the experimental group differed significantly from the control group in its attitudes towards women's roles and gender equality. The paper concludes by emphasising the critical role that education can play in challenging and transforming prejudicial and discriminatory attitudes.
Journal Article
Religious tolerance in Oman: addressing religious prejudice through educational intervention
This paper examines the impact of a school-based intervention entitled 'Our Brothers and Sisters in Humanity' on 10th grade female Omani students' religious tolerance. A questionnaire was administered before and after an intervention to a sample of 241 girls, of whom 116 were in the experimental group and 125 in the control group. A semi-structured interview was conducted before and after the intervention with 16 participants, of whom 8 were from the experimental group and 8 from the control group. Analysis of the quantitative data in the post-intervention round reveals that there are statistically significant differences between the experimental group and the control group in favour of the experimental group in religious tolerance. Similarly the experimental group shows greater tolerance when compared to the control group in post-intervention interviews. The study suggests that religion is one of the most salient components of Omani pupils' 'identity'. The participants use religion to define their relations with, and determine their tolerance of, those who hold different religious beliefs. However, we conclude that education that capitalises on the perceived similarities between religions can be a means to suppress intolerance.
Journal Article
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were 'personal' and 'family' reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) institution and the placement school made it impossible for most trainees to stay on the course. With the exception of perceptions of racism by some minority ethnic trainees, the reasons for withdrawal given by majority ethnic and minority ethnic trainees were by and large the same. The article concludes by suggesting a number of strategies for ITT institutions and placement schools to improve the retention of trainees. It emphasises the need for better support from ITT institutions, more structured mentoring during school placements, continuous and effective communication between the ITT institutions and placement schools, flexibility in course structure, improved funding, availability of affordable childcare, and the tackling of discrimination. It also stresses that withdrawal is not necessarily final, and these trainees should be encouraged to return to teaching as many enjoyed the course and would make good teachers.
Journal Article
'I Want More Freedom, but Not Too Much': British Muslim girls and the dynamism of family values
ABSTRACT This article elucidates the dynamics of Muslim family life and the role of family values in shaping the present experiences and future aspirations of adolescent British Muslim girls. A group of Muslim girls in three schools, their parents and some of their teachers were interviewed. The research shows the dynamism of family values and the way British Muslims are socialising their daughters to construct a British Muslim identity by adopting and rejecting aspects of their Asian and British ethnicities and through a combination of freedom and control. It also argues that British Muslim young women are getting ambiguous messages about freedom and they feel ambivalent about various features of their Asian and British ethnicities. Furthermore, the research notes the stereotypical notions held by some of the teachers, which are apparently based on assumptions regarding the lives of British Muslim girls.
Journal Article
Rites of Passage in Initial Teacher Training: Ritual, performance, ordeal and Numeracy Skills Test
'Transition' was identified by cultural anthropologists in the early twentieth century as the liminal stage of a 'rite of passage'. Contemporary anthropology challenges the structural nature of these classic interpretations of ritual and analyses them as 'performance theory': 'social drama' (Turner), 'dramatism' (Burke), 'interaction rituals' (Goffman), and 'ritualisation' (Bell). In applying a contemporary anthropological lens to initial teacher training, we identify the transition not as a linear progression but as a complex process of extended and ambiguous 'in-betweenness' that involves play, performance and ordeal. We depict pre-service teachers enmeshed in the performance of symbolic acts and the undertaking of 'ritual ordeals'; and report how they narrate their passage as a complex 'game' of 'being' and 'becoming', and portray the holistic experience metaphorically in terms of 'play'. We explore, in particular, students' perceptions of the Numeracy Skills Test, the most recently imposed 'ritual ordeal': a 'rite of intensification' characterised by government as a device to police the boundaries of the teaching profession.
Journal Article