Identity Traps or How Black [1] Students Fail: The interactions between biographical, sub-cultural, and learner identities

Youdell, Deborah

doi:10.1080/01425690301912

Cited by 166 publications

(123 citation statements)

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“…English has long been the first language of Black Caribbeans, although among some Caribbean families distinctive dialects are used that may be of some relevance. Instead, researchers in Britain have tended to focus on black resistance to and rejection of schooling, partly in response to racism within the educational system (Mac an Ghail, 1988;Youdell, 2003). These arguments have much in common with those of Ogbu (1997), and could also be regarded as a form of cultural dissonance, although the key difference is that these are not dissonances arising from distinct cultures in the parents' countries of origin but are ones emerging from the experience of the young people themselves in western schooling.…”

Section: Explaining the Remaining Ethnic Differencesmentioning

confidence: 99%

Guest editorial

2007

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Section: Explaining the Remaining Ethnic Differencesmentioning

confidence: 99%

Guest editorial

2007

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“…However, whilst evidence about the under-achievement of some BME pupils continues to mount (Gillborn & Mirza 2000;Youdell 2003;Strand 2011) with similarly persistent evidence of barriers to achievement and progression for BME teachers and student teachers (Osler 1997;Ross 2001;McNamara et al 2009;Shah & Shaikh 2010), the inspection of ITE is making a little or no contribution to combating this. Apart from suggesting that the NCTL and Ofsted have been arguably non-compliant with equalities legislation, this indicates the persistence of a racialized discourse of public sector policy and practice.…”

Section: Discussionmentioning

confidence: 99%

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

Lander

2013

Race Ethnicity and Education

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dilemmas and challenges IntroductionVini Lander University of Chichester v.lander@chi.ac.ukThe education of new teachers is a fundamental aspect of education provision within any country in the world. The education of pre-service teachers is known to have a direct impact on the outcomes for children in our schools. In England, teacher education within universities has been subject to erosion with the introduction of more school-based training and greater scrutiny by the government inspection agency, the Office for Standards in Education (Ofsted) (DfE 2011). The education of teachers in England continues to be an arena within which greater and greater government control is being exercised (DfE 2011). The preparation of teachers in England within the higher education sector has recently had to demonstrate greater flexibility as market forces have been brought to bear with the forthcoming introduction of School Direct in September 2013 (DfE 2011). This new training route reinforces the conception amongst some of the teacher as a technicist rather than an intellectual (Down and Smyth 2012). Under this new School Direct training regime new entrants will be trained to become teachers in one year, in one school, in one locality with minimum input from a higher education institution. The outcomes of such parochial preparation to teach will no doubt be documented in future years.In England, as in most countries, such as Australia and Norway, the pupil population is becoming increasingly diverse whilst simultaneously neo-liberal ideology plays out (Ball 2012) through government policies to limit the content of the teacher education curriculum to a list of classroom related competencies which include little or no reference to diversity, 'race', ethnicity or culture. The significance of these factors on the lives of children within a diverse society are absent within the official Teachers ' Standards 2012 (DfE 2012. This mismatch between the content of the teacher education curriculum, the ethnicity of the candidates who enter pre-service courses [in 2011, 12% of primary trainee teachers in England were from Black and minority ethnic groups (NCTL) and in the US approximately 21% of teachers are from African American or Hispanic groups (Nolet 2013)] and the demographics of the pupil population (in 2011 26.5% of primary/elementary pupils were from Black and minority ethnic groups) seem to be a concern for only a minority of teacher educators across the UK, US, Europe and Australia. In England, we continue to struggle to maintain a foothold (at times this feels like a fingernail hold) to introduce new teachers to issues related to 'race', ethnicity and the education for the benefit of all children in our schools. This special issue is intended to highlight the factors that student teachers, especially new candidates of colour, face in their pursuit to become teachers in what appear to be, at times, hostile or indifferent attitudes to ethnic diversity and the pursuit for social justice. As a teacher educator who has worked in t...

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“…Ethnic boundaries usually include an aspect of power, defining and identifying some as the Other. Even those identified as the Other can create their own Other, which is referred to as the hierarchy within the Other (Youdell, 2003). Defining Imports is not easy, as the term is unstable, fluid and not easily defined.…”

Section: Importsmentioning

confidence: 99%

“…Young people are constantly working their way into different identities in order to identify themselves with, or disassociate themselves from, various groups (Back, 1996;Youdell, 2003). The categorical concepts of Svenne and Import are used to define boundaries, identities and relationships.…”

Section: Elusive Boundariesmentioning

confidence: 99%

Doing ethnicity: Ethnic wordplay amongst youths

Wiltgren

2016

Childhood

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The article illustrates ethnicity as a social construction by highlighting how students use ethnically based concepts to categorize each other as well as the Other. Although the concepts have ethnic connotations, they are mainly concerned with matters of style and behaviour. They are therefore open, fluid and inclusive because the students can alternate between the categories. The analyses draw on 1 year of fieldwork in two eighth grade classes in which all students have experience of migration within their families.

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Identity Traps or How Black [1] Students Fail: The interactions between biographical, sub-cultural, and learner identities

Cited by 166 publications

References 5 publications

Guest editorial

Guest editorial

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

Doing ethnicity: Ethnic wordplay amongst youths

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