Gillborn, David;
(2004)
Racism, Policy and Contemporary Schooling: current inequities and future possibilities.
Sage Race Relations Abstracts
, 29
(2)
pp. 5-33.
Preview |
Text (Gillborn2004racism5text.pdf)
Gillborn2004racism5text.pdf - Other Download (176kB) | Preview |
Preview |
Text (Gillborn2004racism5figs_1_and_3.pdf)
Gillborn2004racism5figs_1_and_3.pdf - Other Download (49kB) | Preview |
Preview |
Text (Gillborn2004racism5fig_2.pdf)
Gillborn2004racism5fig_2.pdf - Other Download (82kB) | Preview |
Preview |
Text (Gillborn2004racism5FIG-4.pdf)
Gillborn2004racism5FIG-4.pdf - Other Download (78kB) | Preview |
Preview |
Text (Gillborn2004racism5fig_5.pdf)
Gillborn2004racism5fig_5.pdf - Other Download (59kB) | Preview |
Preview |
Text (Gillborn2004racism5REFs.pdf)
Gillborn2004racism5REFs.pdf - Other Download (101kB) | Preview |
Abstract
This article reviews the currently available evidence on race equity and education in England. In particular, the discussion examines the nature and extent of inequity associated with recent reforms of the state educational system. These reforms, officially heralded as a drive to ‘raise standards’, emphasize an authoritarian (top-down) approach to educational provision that uses a series of strategies including curricular control, target setting (at national and local levels), heightened inspection regimes and the use of raw data in published statistics. Such approaches are by no means unique to the English case and the evidence suggests that minority ethnic groups draw markedly different benefits from the reforms. In particular, white students have enjoyed a period of steady improvement while their Black (African Caribbean) counterparts have fallen even further behind in relative terms. In addition to reviewing the available statistical data, the article also draws on a range of qualitative research to explore the school-based processes involved in sustaining and legitimating race inequity. The article concludes by considering recent legislative changes and the opportunities for meaningful anti-racist change in the future.
| Type: | Article |
|---|---|
| Title: | Racism, Policy and Contemporary Schooling: current inequities and future possibilities |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://journals.sagepub.com/ |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Sociology, Educational opportunities, Ethnicity, Race, Multiculturalism, Achievement, Ability Grouping, Educational reform, Public policy analysis |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10001649 |
Archive Staff Only
 |
View Item |
