‘I treat them all the same’ teacher‐pupil talk in multiethnic classrooms

Young children's perspectives on whole class discussions

“…Nevertheless, previous research suggests that participation in classroom discussions (particularly whole class talk dominated by teacher-pupil interactions) is not experienced in the same way by all pupils (Howe 1997;Graddol and Swan 1989;Biggs and Edwards 1994;Ogilvey et al 1992). For example, Biggs and Edwards (1994) found significant differences in the number of interactions initiated by teachers with Asian and White children despite observing no difference in the quantity of interactions initiated by the pupils themselves.…”

“…For example, Biggs and Edwards (1994) found significant differences in the number of interactions initiated by teachers with Asian and White children despite observing no difference in the quantity of interactions initiated by the pupils themselves. Such findings regarding variations in pupil participation suggest the need to understand the different ways in which pupils come to view classroom discussions and their own involvement in them -the assumption being that pupils' perceptions and beliefs are intricately connected with and inform how they behave and act in the classroom.…”

A question of ‘style’: Black teachers and pupils in multi‐ethnic schools1

“…Research in British schools has drawn attention to the daily experiences of non-White children in British schools (Wright, 1986(Wright, ,1992Gillborn, 1988Gillborn, ,1990aGillborn, , 1990bMac an Ghaill, 1988;Ogilvy et al, 1992;Biggs & Edwards, 1991;Troyna, 1991). These studies indicate that White teachers' expectations, perceptions and opinions of minority pupils can, and do, affect the quality and frequency of interactions with such pupils.…”

Sustainable education: basic principles and strategic recommendations

“…Many schools are still entrenched in teaching discrete subjects; complex competencies tend to be systematically cut up in subskills, requiring students to learn content in the same order and at the same pace as the other students in the classroom. Furthermore, in mixed-ability, multicultural classrooms, as well as in pull-out and remedial classes, low-SES and ethnic minority students tend to receive a lower quantity of speaking turns and fewer chances to produce extended discourse or to learn from complex problemsolving and challenging tasks (Biggs & Edwards, 1991;Black, 2004;London Development Agency, 2004;Thomas & Collier, 2000;Wright, Weekes, & McGlaughlin, 2000).…”