Can race equality be inspected? Legal frameworks, national myths and schooling

Author(s):

Audrey Osler

Conference:

ECER 2008

Network:

7. Social Justice and Intercultural Education

Format:

Paper

Session Information

07 SES 07A, The Strength of Imagination

Paper Session

Time:

2008-09-11

15:30-17:00

Room:

BE 016

Chair:

Francesca Gobbo

Contribution

Can race equality be inspected? Legal frameworks, national myths and schooling Abstract In the U.S., France and Britain, debates about education and race are difficult since they place in tension myths about the nation-state and its guiding principles against the realities of an unequal school system. In this paper I compare national myths about equality in the three countries, arguing that ways in which the nation imagines itself can undermine both legislative reforms designed to realize race equality, and efforts to engage in constructive debate about greater equality in schooling. To illustrate this, I draw on an empirical study from England of the school inspection service, Ofsted, and on subsequent policy initiatives, to explore how policies and legislative reforms designed to promote racial justice in schools were rendered ineffective from 1999-2007. The evidence suggests that race equality is not yet universally recognized either as a central element in realizing high standards in schools or as a principal underpinning the education of all students within a multicultural democracy. Legal frameworks need to be supported by citizens willing to engage in difficult conversations with strangers, in which they re-examine and re-evaluate national myths about equality. Such conversations are critical not only to realize greater racial justice in education, but also to strengthen democracy itself.

Method

Interviews with policy makers and politicians Interviews with school leaders Textual analysis of policy documents

Expected Outcomes

In Britain at the beginning of the twenty-first century, conversations about race and education remain difficult for a number of reasons. First, race is still not seen as part of the mainstream debate about quality in education. Policy makers are concerned about standards in education butrace equality is not yet universally recognized in government agencies as a central element in realizing high standards.Secondly, racism is generally presented in official discourse as something belonging to the past and an aberration. Thirdly, racism is not generally perceived as the concern of the whole community and particularly of White elite groups. Policies in education seem to be developed on behalf of minority communities rather than in partnership with them. Fifthly, the norm of equality, assumed in both French and American public life, and clearly visible in public discourse, is not expressed in a strong or explicit way in Britain. Rather than make an explicit appeal to national values or standards, public debate leaves a lot unsaid and implicit. The debate about race and education is complicated by a widespread belief in British tolerance and fairness. These qualities form part of the popular imagining of the nation. There is not a widespread recognition that education in and for a multicultural democracy requires schools to equip young people with the skills for living together with strangers.

References

Ajegbo, K. (2007). Curriculum review diversity and citizenship. London: Department for Education and Skills. Allen, D. S. (2004). Talking to strangers: anxieties of citizenship since Brown v. Board of Education. Chicago and London: University of Chicago Press. Anderson, B. (1991). Imagined communities: reflections on the origin and spread of nationalism. London: Verso. Anyon, J. (2005). What “counts” as educational policy? Notes towards a new paradigm. Harvard Educational Review 75 (1): 65-88. Figueroa, P. (2000). Citizenship education for a plural society in: A. Osler (ed.) Citizenship and democracy in schools: identity, equality, diversity. Stoke on Trent: Trentham Osler, A. (2007). Faith schools and community cohesion: observations on community consultations. London: Runnymede Trust. Osler, A. (2008). Citizenship education and the Ajegbo report: re-imagining a cosmopolitan nation, London Review of Education, 6(1) forthcoming. Osler, A. & Morrison, M. (2000). Inspecting Schools for Racial Equality: OFSTED's strengths and weaknesses. Stoke-on-Trent: Trentham. Osler, A. & Starkey, H. (2000). Human rights, responsibilities and school self evaluation, in: A. Author (ed.) Citizenship and Democracy in schools: identity, equality, diversity. Stoke on Trent: Trentham. Osler, A., & Starkey, H. (2001). Citizenship education and national identities in France and England: inclusive or exclusive? Oxford Review of Education, 27 (2) 287–305. Osler, A., & Starkey, H. (2002). Education for Citizenship: mainstreaming the fight against racism? European Journal of Education, 37 (2) 143-159. Osler, A., & Starkey, H. (2008). Citizenship education in France and England: contrasting approaches to national identity and diversity, in J.A. Banks (Ed.) International Companion to Multicultural Education. New York: Routledge. Tikly, L., Osler, A. & Hill, J. (2005). The Ethnic Minority Achievement Grant: a critical analysis, Journal of Education Policy, 20 (3) 283-312.

Author Information

Audrey Osler

University of Leeds

Centre for Citizenship and Human Rights Education

LEEDS

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