UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Multicultural education: a school-based ethnographic study of policy implementation.

Cronin, Abby Louise Perlman.; (1991) Multicultural education: a school-based ethnographic study of policy implementation. Doctoral thesis , Institute of Education, University of London. Green open access

[thumbnail of 122661_Redacted.pdf]
Preview
Text
122661_Redacted.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (4MB) | Preview
[thumbnail of 122661_Original.pdf] Text
122661_Original.pdf - Accepted Version
Access restricted to UCL open access staff
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (5MB)

Abstract

This thesis investigates the implementation of the 1977 ILEA Multi-Ethnic Education Policy initiative in one inner London comprehensive, 'East End High'. It is a school ethnography based on data gathered throughout two and a half years, commencing in spring 1979. Chapter one explores the problematic nature of analysing multi-ethnic policy implementation and describes the methodology used. Chapter two considers the debate about racial minority pupils and underachievement in the context of the post-war social democratic consensus which fostered an ideology of equality of educational opportunity. The politics of multi-ethnic policy-making in the ILEA is considered before moving on to chapter three where the multicultural/antiracist education debate is discussed, taking account of the New Right's critique. Chapter four examines the socio-economic, demographic, ethnic and educational profile of the borough where 'East End High' is located. The concept of educational achievement is problematised in the light of compensatory policy and practice and the Rampton/Swann methodology used to investigate the performance of racial minority pupils is criticised. The main concern of chapter five is to analyse the process of underachievement inside 'East End High' from the point of view of pupils. Evidence about the pupils is presented in terms of an ethnic pupil profile, banding ratios, socio-economic background and experiential data from interviews with fifth formers entered for exams and a small group of truants. Chapter six investigates teacher's views about multi-ethnic education in East End High. Organisational, administrative and decision-making matters inside the school are featured here and also in chapter seven, which is an analysis of the committee set up in the school to promote multicultural education. In terms of the power structure in 'East End High', this committee played a marginal role which helps to explain the uneven and inconsistent nature of multi-ethnic policy implementation. The thesis concludes with an overview of the interplay between the institutional, ideological and pragmatic conditions which regulated the process of multicultural policy implementation.

Type: Thesis (Doctoral)
Title: Multicultural education: a school-based ethnographic study of policy implementation.
Open access status: An open access version is available from UCL Discovery
Publisher version: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos...
Language: English
Additional information: Some content has been redacted due to third party rights or other legal issues and is labelled as such in the document.
Keywords: Multicultural education,Antiracism education,Educational opportunity,Ethnic groups,Compensatory education,Pupil attitudes,Teacher attitudes,School organisation,Policy implementation
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10018507
Downloads since deposit
413Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item