Equivocal tales about identity, racism and the curriculum

Jessop, Tansy; Williams, Anne

doi:10.1080/13562510802602681

Cited by 25 publications

(22 citation statements)

References 8 publications

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“…In light of this, it has been suggested that it is the interests and values of individual tutors that determine how inclusive a curriculum is (Jessop and Williams 2009). If this is the case, educators have become gatekeepers to the profession for under-represented groups.…”

Section: Inclusion In Nurse Educationmentioning

confidence: 96%

“…The question here is what is included in the curriculum. An inclusive curriculum should provide students with the opportunity to explore their identity and understand the diverse cultures that they interact with (Jessop and Williams 2009). This may help recruiters address a significant problem in nursing; recruitment to nursing courses, and ultimately to the profession, is not representative in the UK.…”

Section: Inclusion In Nurse Educationmentioning

confidence: 98%

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Exploring variation in nurse educators’ perceptions of the inclusive curriculum

Carey

2012

International Journal of Inclusive Education

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Section: Inclusion In Nurse Educationmentioning

confidence: 96%

Section: Inclusion In Nurse Educationmentioning

confidence: 98%

Exploring variation in nurse educators’ perceptions of the inclusive curriculum

Carey

2012

International Journal of Inclusive Education

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“…The term 'critical mass' here refers to the proportion of students and staff in 48 universities who come from an ethnically minoritised background. Having a critical mass of students and staff from ethnically minoritised backgrounds at university is thought to reduce racist incidents, improve cultural awareness and diversity confidence, create a more welcoming environment, provide role models for students, reduce feeling of isolation among students, provide a source of support and ultimately improve student attainment (Bagguley and Hussain 2007;Fielding et al 2008;Jessop and Williams 2009;Bhopal 2010). According to Bagguley and Hussain, who interviewed 100 British women students from South Asian backgrounds, having a critical mass of students and staff from one's own ethnic background can be particularly important for students who come from 'being a majority at school' to 'being a minority at university' or 'a minority in a programme', as it tends to ease the transition from school to university for students (Bagguley and Hussain 2007: 28, 32-33).…”

Section: 'Critical Mass'mentioning

confidence: 99%

“…First, the use of the term 'racism' in this way fails to acknowledge that incidents are often described by researchers as 'racism', while the students themselves do not actually refer to the incidents as racist. Examples of this arbitrary use of the term 'racism' can be found in Bagguley and Hussain (2007) and Jessop and Williams (2009). Second, the arbitrary use of the term 'racism' means that the significance and extent of 'racism' at British universities tends to get inflated.…”

Section: Use Of Terminologymentioning

confidence: 99%

“…Ethnically minoritised students are thought to be less likely to relate to the teaching content that is thought to be 'Eurocentric' and to perform to their full academic potential (Avir, Jones, Mashengele and Patel 1997;Modood and Acland 1998;Bagguley and Hussain 2007;Jessop and Williams 2009 argued that 'unintentional and subtle forms of racism were mediated through the curriculum, either through the invisibility of minority cultures, or through awkwardness and/or inappropriateness in drawing on the experiences of black and minority ethnic students' (Jessop and Williams 2009: 104).…”

Section: 'Eurocentric Curricula'mentioning

confidence: 99%

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The Minoritisation of Higher Education Students

Mieschbuehler¹

2017

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Research into 'ethnic' attainment differences in British higher education tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded. This shapes the current theoretical perspective adopted by university policies and informs practice. However, the consequences of this perspective for students, their educational attainment and university education as a whole are largely unexamined. This study explored the teaching and learning experiences of students, alongside their views concerning how these experiences may have impacted on their attainment. To arrive at a more unbiased and better informed understanding of ethnic attainment differences, the student narratives in this study were analysed from a realist philosophical position.The experiences students related included student interactions, participatory and intellectual engagement, (un)equal treatment and academic study and support. The richness and variety of the individual narratives defied simple analysis and required further discussion of perceptions, interpretations, meaning, understanding and categorisation. Some students talked of social interaction in terms of race, colour, ethnicity, nationality, culture, class and age, while others thought such social grouping unproblematic. Engagement was seen either as participatory engagement in the learning process or as intellectual engagement with the subject. There were perceptions of unequal treatment due to race or ethnicity which contrasted with suggestions of straightforward unprofessional practices. Attitudes to academic study ranged from descriptions of struggling with the academic workload to feeling the lack of intellectual challenge.The analysis and discussion revealed a process of minoritisation that resulted from the current approaches to ethnic attainment. The continued use of group-based social differentiation inadvertently fosters the idea that ethnic and social attributes matter and creates a divisive subtext which loses any sense of our common humanity. Group-based social differentiation can undermine the resilience and human agency of students because it suggests that educational attainment is predominantly determined by ethnic and social attributes, downplaying the students' capacity to act in pursuit of educational goals. As a result, university policies and practice perpetuate rather than ameliorate the status of minority ethnic higher education students.3

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Black and minority ethnic student teachers' stories as empirical documents of hidden oppressions: Using the personal to turn towards the structural

Warner

2022

British Educational Res J

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form

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Equivocal tales about identity, racism and the curriculum

Cited by 25 publications

References 8 publications

Exploring variation in nurse educators’ perceptions of the inclusive curriculum

Exploring variation in nurse educators’ perceptions of the inclusive curriculum

The Minoritisation of Higher Education Students

Black and minority ethnic student teachers' stories as empirical documents of hidden oppressions: Using the personal to turn towards the structural

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