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Sam and Gareth

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sam sykes

on 25 November 2013

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Transcript of Sam and Gareth

Achieving Level 4 at Key Stage 2
Black Pupils
79% in English
75% in Maths
Chinese Pupils
88% in English
94% in Maths
Over represented on Behavioural, Social and Emotional Difficulties strand of the SEN register
Less likely to be identified as Gifted and Talented
Disproportionately high number of exclusions of Black Pupils
(Lindsey et al, 2006)
Why are Black children achieving less well than other minority groups?
(Department for Education, 2011)
'Black' Children
Asian Pupils
81% in English
80% in Maths
What do OFSTED say about good Citizenship?
About a whole school ethos
Integral to the life and work of the school
Delivered through a range of subjects
Promotes equality for all
Promotes good quality reflection
Should equip pupils with knowledge and understanding of their rights and responsibilities in the local, national and global community.
Provides skills to contribute to the wider community
(OFSTED, 2013)
Presentation Overview

Suggest two activities to help promote equality

Rationale for the activities

Concluding thoughts
A critical analysis
of broad patterns of
unequal educational
outcomes for 'Black'
pupils and outline how
they could be tackled.
Wolpert (2005, p.55)
'there is a duty upon the schools to promote race relations and to counter stereotyping'
Knowles (2011, p.17)

Institutional racism consists of the collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture, or ethnic origin. It can be seen and detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people
(MacPherson, 1999).
Institutionalised Racism
Continuing Professional Development
for ALL staff
'No, and it is quite refreshing actually'
Teaching Assistant
Activity 2
Through pedagogy, schools need to actively enforce strategies to allow every child to have an equal opportunity to succeed
(Knowles, 2011, p. 14).
‘People learn what to think and how to behave from media sources, viewing information on the news as matter of fact, or the characters on a televised sitcom as models for normal behaviour’ (Jackson, 2010, p.4).
Introduction to Activity 2
‘…an independent, distanced perspective from others’ knowledge claims, which can be developed in introductory lessons through comparing images, messages, or sources, and asking students to evaluate them in terms of their persuasiveness’ (Hobbes, 2005).
‘…we have a choice. We can either teach literacy as a series of skills, or we can teach as if words matter' (Powell et al., 2005, p. 19).
‘Teachers may genuinely be unaware of racism amongst their pupils: children as young as four can be aware that they should not express racist attitudes in front of adults and this awareness increases as they become older’ (Lane, 2008, p.102)
‘The ability to deconstruct images and to analyse how words and images work in conjunction should be fostered if our pupils are to be visually literate citizens’ (Halstead and Pike, 2006, p. 132).
‘…there is a strong connection between the portrayal of images in the media and resulting feelings of self-worth in the individual’ (Collins and Herbert, 2008, p. 301).

‘Portraying Africa from a colonial and Hegelian perspective, in teaching materials significantly contributes to the cognitive component of racial prejudice against students of African descent’. (Marmer et al., 2011, p. 2).
‘…something detrimental that is done to others as part of a power relationship…which the attributes of one group or some groups or races are promoted and that of other groups subordinate’
(Garner, 2010, p. 21).
Inclusion Policy Statements
we value each child as a unique individual
actively seek to remove barriers
values the individuality of all children
We aim to give all our children the opportunity to succeed
should have an equal chance to benefit from our school
Imagine you are a 'black' child and how these images and depictions of 'black' people would affect you?
Think of yourself as a 'white' child in a mainly 'white' area... what sort of depiction is being made of 'black' (whether African heritage or not) people here. How might you start to view 'black' people if this was all you knew?
Initial Teacher
self examination may be uncomfortable for students
Gaine (2001)
100 'Qualified Teachers'
perceive multiple perspectives,
think critically of ourselves and others,
learn from others

(Martin, 2010)
822 BME pupils
Continuing Professional Development is needed in Citizenship
Ofsted (2010) AND DfES (2004)
'Individuals and organisations need to question their accepted ways of thinking'

(Ainscow, Booth and Dyson, 2006)
Full transcript