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City Literacies
City Literacies explores the lives and literacies of different generations of people living in two contrasting areas of London at the end of the 20th century: Spitalfields and the City. This contrast outwardly symbolizes the huge difference between poverty and wealth existing in Britain at this time. The book presents a study of living, learning and reading as it has taken place in public settings, including the school classroom, clubs, places of worship, theatres, and in the home. Over fifty people recount their memories of learning to read in different contexts and circumstances.
'The book must be widely read and used as a basis for discussion. I hope it will be used as a model for further investigation of language in inner cities.' - Harold Rosen, Times Education Supplement
Eve Gregory is Professor of Language and Culture in Education at Goldsmiths College, University of London and Ann Williams is Lecturer in Linguistics at The University of Reading.
eBook
Cultural distance, mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students' perspectives on 'internationalisation at home'
This paper addresses the question of interaction between home and international students using qualitative data from 100 home students at two 'teaching intensive' universities in the southwest of England. Stephan and Stephan's Integrated Threat Theory is used to analyse the data, finding evidence for all four types of threat that they predict when outgroups interact. It is found that home students perceive threats to their academic success and group identity from the presence of international students on the campus and in the classroom. These are linked to anxieties around 'mindful' forms of interaction and a taboo around the discussion of difference, leading to a 'passive xenophobia' for the majority. The paper concludes that Integrated Threat Theory is a useful tool in critiquing the 'internationalisation at home' agenda, making suggestions for policies and practices that may alleviate perceived threats, thereby improving the quality and outcomes of intercultural interaction.
Journal Article
Multicultural learning: parent encounters with difference in a Birmingham primary school
In the UK, schools are considered vital to the realisation of intercultural cities, to the strengthening of community relations and to the development of new forms of social learning. This paper brings work on the geographies of education and learning together with work on the challenges of living with difference, to examine how the routines and repetitive interactions of everyday school life shape the capacities of parents to live with difference. Utilising research with white British parents at a multicultural primary school in Birmingham, UK, the paper builds on the growing interest in the spaces and theories of urban encounter to extend work that has examined the value of shared school spaces. While attending to the (re)production of social difference and the problematic accounts of anxiety, hierarchy and belonging that fracture the school community, the paper also examines the shared parental commitments and aspirations that underpin the motivations for intercultural dialogue and learning. In so doing, the paper details how existing knowledges and ways of living are called into question and gradually altered through personal work, pragmatic negotiation and the development of practical competencies and calls for much greater emphasis on these small and incremental changes in future work.
Journal Article
The top and bottom of leadership and change
All versions of top-down reform have an Achilles heel: Their focus on delivering the details of two or three measurable priorities is suitable only for systems pursuing traditional and comparatively narrow achievement goals. A digital age of complex skills, cultural diversity, and high-speed change calls for more challenging educational goals and more sophisticated and flexible change strategies. The authors assess and discuss large-scale reform efforts in England and in Ontario, Canada as examples of how a leading from the middle approach can be effective and superior to other approaches.
Journal Article
'A Darker Shade of Pale?' Whiteness, the Middle Classes and Multi-Ethnic Inner City Schooling
Drawing on data from interviews with 63 London-based families, this article argues that there are difficult and uncomfortable issues around whiteness in multiethnic contexts. Even those parents, such as the ones in our sample, who actively choose ethnically diverse comprehensive schools appear to remain trapped in white privilege despite their political and moral sentiments. This is a complicated question of value; of having value, finding value in, getting value from, and adding value. Even those white middle classes commited to multi-ethnic schooling face perits of middle-class acquistiveness, extracting value from, as they find value in, their multi-ethnic 'other'. In such processes of generating use and exchange value a majority of both the white working classes and the black working classes, those who are perceived not to share white middle-class values, are residualized and positioned as excessive. Symbolically, they come to represent the object 'other' of no value.
Journal Article
Educating the national citizen in neoliberal times: from the multicultural self to the strategic cosmopolitan
The paper is a broad, comparative investigation of shifts in the educational rhetoric and policy of three countries over the past two decades. Using England, Canada and the United States as case studies, I argue that the spirit of multiculturalism in education has shifted from a concern with the formation of tolerant and democratic national citizens who can work with and through difference, to a more strategic use of diversity for competitive advantage in the global marketplace. This shift is directly linked with and helps to facilitate the entrenchment of neoliberalism as it supports a privatization agenda, reduces the costs of social reproduction for the government, and aids in the constitution of subjects oriented to individual survival and/or success in the global economy.
Journal Article
Multicultural education policies in Canada and the United States
This volume compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge in educational systems.
eBook
Rethinking white supremacy: Who counts in 'WhiteWorld'
The article addresses the nature of power relations that sustain and disguise white racial hegemony in contemporary 'western' society. Following the insights offered by critical race theory (CRT), white supremacy is conceived as a comprehensive condition whereby the interests and perceptions of white subjects are continually placed centre stage and assumed as 'normal'. These processes are analysed through two very different episodes. The first example relates to a period of public crisis, a moment where 'what really matters' is thrown into relief by a set of exceptional circumstances, in this case, the London bombings of July 2005. The second example relates to the routine and unexceptional workings of national assessment mechanisms in the education system and raises the question whether assessments merely record educational inequity or actually produce it. These apparently divergent cases are linked by the centrality of white interests and the mobilization of structural and cultural forces to defend white power at the expense of the racialized 'Other'.
Journal Article