"There Isn't Kind of a White History Month or Anything Like That for Them": Equity, Schooling and the Problematics of Group Identity Politics

Autor/in	Keddie, Amanda
Titel	"There Isn't Kind of a White History Month or Anything Like That for Them": Equity, Schooling and the Problematics of Group Identity Politics
Quelle	In: International Journal of Inclusive Education, 18 (2014) 8, S.809-822 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2013.841295
Schlagwörter	Foreign Countries; Social Justice; Ethnic Diversity; Whites; Minority Groups; Student Diversity; Social Bias; Mentors; Group Membership; Identification (Psychology); Secondary School Students; Interviews; Teacher Attitudes; Administrator Attitudes; Attitude Measures; At Risk Students; Cultural Differences; Political Issues; Religion; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; White; Weißer; Ethnische Minderheit; Gruppenzugehörigkeit; Sekundarschüler; Interviewing; Interviewtechnik; Lehrerverhalten; Kultureller Unterschied; Politischer Faktor
Abstract	This paper explores issues of equity and group identity at "Hamilton Court," a large comprehensive multi-faith and multi-cultural school located in England. The exploration draws on data gathered from a study that examined the conditions, structures and practices associated with productively addressing issues of justice and cultural diversity. The paper focuses, in particular, on the voices of two learning mentors, "Rosanna" and "Yasmeen." With reference to a cultural event at the school based around an Asian-inspired Bollywood Dance Festival, the school's approach to absence requests on the basis of religious observance, and the disadvantage experienced by a particular White British working class boy, the paper highlights tensions and problematics associated with issues of equity, schooling and group identity. The paper makes a theoretical contribution to debates in this area. Further illustrating the limitations of distributive understandings of equity that begin with group identity politics and fail to consider matters of context in struggles against cultural oppressions, it examines the possibilities of an equity approach that instead begins with a focus on overcoming these relations of oppression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10