‘Miss, What’s Colonialism?’: Confronting the English Literary Heritage in the Classroom

Iffath, Humayra

doi:10.1080/1358684x.2020.1804323

Cited by 5 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This went beyond a monolingual ideology in which standard English was the norm, to considerations on the domination of a monocultural ideology in which only certain types of knowledge were deemed legitimate. These views echo long-standing critiques of the English curriculum being too narrow, ethnocentric and fundamentally white (Iffath, 2020;Tikly, 2022;Tomlinson, 2019) and wider calls for a more diverse, critical and inclusive curriculum in England (see for example Arday, 2020;Joseph-Salisbury, 2020). The following vignette illustrates these issues further:…”

Section: Critical Reflection On Inclusion and Mainstreamingmentioning

confidence: 76%

“…Although language plays a central part in how well students can access the curriculum, these barriers are not solely linguistic. Rather, they stem from a multiplicity of practices and forms of knowledge that are taken for granted, deemed ‘normal’ and thus established as the sole legitimate knowledge and ways of learning, when in fact they carry assumptions and values that are historically and culturally embedded in a given time and space (Iffath, 2020; Mignolo, 1992; Spaëth, 2020). As in the case of Emre above, this makes the curriculum difficult to access for students who do not share this prior knowledge.…”

Section: Critical Reflection On Inclusion and Mainstreamingmentioning

confidence: 99%

See 1 more Smart Citation

English as an additional language (EAL): Decolonising provision and practice

Welply

2022

The Curriculum Journal

View full text Add to dashboard Cite

This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, 'one size fits all approaches' tend to negate the deep historical, social and political roots and contexts which underpin the experiences of 'EAL students' at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment, which most often overshadows the complex experiences and needs of students labelled 'EAL'. In this respect, the questions of relevant, decentred and decolonised curricula and forms of assessment that can promote inclusion for students who have experienced migration and are placed in monolingual educational environments in the UK are crucial. Through a decolonial perspective on the curriculum, language and pedagogical practice, inspired by postcolonial studies and Critical Race Theory, this paper discusses three main areas that emerged as crucial to a deeper and critical engagement with English as an Additional Language

show abstract

Section: Critical Reflection On Inclusion and Mainstreamingmentioning

confidence: 76%

Section: Critical Reflection On Inclusion and Mainstreamingmentioning

confidence: 99%

English as an additional language (EAL): Decolonising provision and practice

Welply

2022

The Curriculum Journal

View full text Add to dashboard Cite

show abstract

“…Johnson's typology can be mapped onto contemporary state-level teacher education policy in contemporary England. This includes denying writers of colour a space on the curriculum (Iffath, 2020); the Islamophobic state surveillance of 'British Values' in curricula (Crawford, 2017); Ofsted's 2 hostile policing of the language of racialised speakers (Cushing & Snell, 2022) and the state-sanctioned normalisation of racist, overly punitive, and exclusionary behaviour policies (Bei et al, 2021).…”

Section: R Aciolinguistic Ideologies White Supremacy and Te Acher Edu...mentioning

confidence: 99%

Raciolinguistic policy assemblages and white supremacy in teacher education

Cushing

2022

The Curriculum Journal

View full text Add to dashboard Cite

Raciolinguistic ideologies are sets of beliefs about language which frame racialised communities as displaying linguistic deficiencies which require remediation. These ideologies are tethered to European colonialism and white supremacist logics which have long been normalised and actively written into teacher education policy in England. In this article I argue that raciolinguistic ideologies are integral to the contemporary, state-crafted policy assemblage that pre-service teachers and teacher educators must navigate, including the Teachers' Standards, the Core Content Framework and various documents produced by Ofsted, the schools inspectorate. I argue that this policy assemblage represents a form of hostile governance which is attempting to derail and curtail anti-racist efforts. I show how raciolinguistic ideologies surface under guises of career advancement, pedagogical excellence, scientific objectivity, research validity and social justice. These guises operate to coerce pre-service teachers and teacher educators to reproduce raciolinguistic ideologies in their own practice, reduce professional agency and place responsibility on low-income and racialised communities to modify their language towards idealised whiteness. The article ends with How to cite this article: Cushing, I. (2023). Raciolinguistic policy assemblages and white supremacy in teacher education.

show abstract

Doing and Living Language Policy in Schools

Cushing

2022

Standards, Stigma, Surveillance

View full text Add to dashboard Cite

‘Miss, What’s Colonialism?’: Confronting the English Literary Heritage in the Classroom

Cited by 5 publications

References 5 publications

English as an additional language (EAL): Decolonising provision and practice

English as an additional language (EAL): Decolonising provision and practice

Raciolinguistic policy assemblages and white supremacy in teacher education

Doing and Living Language Policy in Schools

Contact Info

Product

Resources

About