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A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England

Bradbury, A; (2020) A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England. Race Ethnicity and Education , 23 (2) pp. 241-260. 10.1080/13613324.2019.1599338. Green open access

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Abstract

This paper combines tools from policy sociology with those from Critical Race Theory (CRT) to build a framework for a CRT-based education policy analysis, based on a set of questions about the relationship between policy and racial inequalities. Drawing on a case study of assessment policy in England, the paper examines how tools from both bodies of scholarship can be used to interrogate the motivations, results, and assumptions implicit in policy. The policy used as an illustration is the introduction of Baseline Assessment, which was conducted in the first weeks of school at age four/five for the purposes of measuring progress seven years later. This policy failed to take into account the needs of bilingual learners (or children with English as an additional language in UK terminology). It is argued that this absence provides an example of how policy can serve to continue white dominance while appearing neutral and meritocratic.

Type: Article
Title: A critical race theory framework for education policy analysis: the case of bilingual learners and assessment policy in England
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13613324.2019.1599338
Publisher version: http://doi.org/10.1080/13613324.2019.1599338
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: CRT, policy analysis, bilingual learners, EAL, assessment policy
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10072022
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