Showing papers by "David Gillborn published in 1992"
TL;DR: The authors explored the powerful lessons that are being taught through teachers' daily interactions with students and found that teachers also have the opportunity to challenge stereotypes and empower students by putting anti-racist principles into practice.
Abstract: Through the operation of the hidden curriculum, schools already teach a great deal about the realities of citizenship for black people. Many students are left in little doubt about the second class nature of the rights accorded their communities. Such experiences fundamentally challenge the ideology of a liberal, pluralist democracy which is presented in official guidance about citizenship education in the UK. In this context, moves to establish ‘education for citizenship’ may prove to be, at best, diversionary, at worst, yet another means of legitimating a corrupt status quo. Nevertheless, just as they often play an active role in denying black students rights in schools, so teachers also have the opportunity to challenge stereotypes and empower students by putting anti‐racist principles into practice. Drawing on qualitative data gathered in English comprehensive schools, this paper explores the powerful lessons that are being taught through teachers’ daily interactions with students. The paper ...
36 citations
TL;DR: The first major study to look at the effectiveness of multi-racial schools (Smith and Tomlinson 1989) received a good deal of publicity as discussed by the authors, which highlighted the complexity of the field and emphasised the dangers of simplification in a politically charged area where social research may be taken up and misused in ways which sustain existing inequalities of opportunity.
Abstract: The late 1980s saw a proliferation of statistical work in the field of ‘school effects’. The development of new quantitative techniques (such as multi‐level modelling) allowed researchers to gauge schools’ relative ‘effectiveness’ whilst making allowance for the different background characteristics of their pupil populations. The first major study to look at the effectiveness of multi‐racial schools (Smith and Tomlinson 1989) received a good deal of publicity. This article critically evaluates the study from both quantitative and qualitative perspectives. We highlight problems of methodology and interpretation, illustrating the complexity of the field and emphasising the dangers of simplification in a politically charged area where social research may be taken up and misused in ways which sustain existing inequalities of opportunity. We conclude that school effects research, although potentially very important, is still in its infancy. Results must be considered with caution, especially in the li...
14 citations