Negotiating the diversity of ‘everyday’ multiculturalism: teachers’ enactments in an inner city secondary school

Meetoo, Veena

doi:10.1080/13613324.2018.1497962

Cited by 13 publications

(8 citation statements)

References 41 publications

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“…However they dressed, the girls were excluded from full belonging in the classroom. This was also found in a UK study of Muslim girls and their teachers in a UK secondary school (Meetoo, 2020).…”

Section: Implicit Othering In the (Trans)national Classroomsupporting

confidence: 72%

“…This was something also found in a study of how South Asian girls were positioned by teachers and positioned themselves within a London multicultural school. The teachers Meetoo (2020) interviewed enacted a range of everyday practices, which perpetuated "micro-processes of racialisation" and treated Asian and Muslim girls as educationally limited. In the Finnish context, but in studies of younger children, Heidi Layne (2016) found that young migrant children are often viewed by both wider society and teachers as problems within Finnish classrooms and as embodying lack, particularly because they are viewed as lacking linguistic and cultural skills because they do not speak fluent Finnish.…”

Section: Implicit Othering In the (Trans)national Classroommentioning

confidence: 99%

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Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Ivanova-Chessex

Steinbach

Wolter

2021

Regimes of Belonging – Schools – Migrations

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This introductory chapter presents general lines of thought that guided the compilation of the contributions of this volume. The idea of 'challenge' from the title of this chapter sets the tone, as this introduction will outline the challenges that both global and local contradictory conditions represent for schools and the education of teachers, which are closely linked fields. Perspectives focus on the world growing closer together in viral, climatic, political, economic and cultural processes of globalisation, and their significance and impact on the national constitution of schools as a central institution of formal education which exists almost everywhere in the world. The chapter then discusses pedagogical concepts that claim to adequately take into account transnational and migratory processes of change. Finally, it concludes with some suggestions for a further discussion of schools and teacher education in transnational relations of contemporary migration societies.

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Section: Implicit Othering In the (Trans)national Classroomsupporting

confidence: 72%

Section: Implicit Othering In the (Trans)national Classroommentioning

confidence: 99%

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Ivanova-Chessex

Steinbach

Wolter

2021

Regimes of Belonging – Schools – Migrations

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“…The Act aimed to provide a legislative framework to form the basis of a more equal and inclusive society. State schools in England have responded to the Act in different ways, adjusting the curriculum in relation to their school communities (Ahmed, 2012;Meetoo, 2020). This mixed response has contributed to a varied picture of the provisions that are made for diversity in pedagogy to ensure inclusion of all students throughout an individual school.…”

Section: Introductionmentioning

confidence: 99%

Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum

2022

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In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England’s National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants’ goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students’ access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural inclusivity. In contrast, in the English curriculum, teachers find the process of equalising and diversifying the curriculum difficult, particularly at Key Stage 4, due to the high status of the subject. To conclude, we argue that the more prescriptive a curriculum subject is, the more difficult it is to make it equal, diverse and inclusive of everyone.

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“…Some qualitative studies have revealed how individual teachers address cultural diversity in their curriculum as well as in their teaching practices (Gillborn, 1990;Meetoo, 2018;Roux, 2001) but little is known about how both aspects of teaching interact in their impact on students' outgroup attitudes.…”

Section: Multicultural Education: Teacher Norms and Enactment Of Normmentioning

confidence: 99%

“…Although there are qualitative studies on how teachers may teach about-and simultaneously practice multiculturalism in their classrooms (Gillborn, 1990;Meetoo, 2018;Roux, 2001), we do not know of any quantitative studies that have researched the interactions between multicultural teacher norms and enactment of these teacher norms. However, there is a large body of literature that theorizes about social norms and how these norms are portrayed in corresponding behavior.…”

Section: Alignment Of Teacher Norms and Teacher-classmate Relationshipsmentioning

confidence: 99%

Teaching in culturally diverse classrooms

Geerlings¹

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teacher relationships are at risk of being experienced as less positive than ethnically congruous relationships, and there might be a similar relation between ethnic incongruence and teacher self-efficacy in dyadic student-teacher relationships. In general, the literature points to two possible explanations for the negative effects of ethnic incongruence in relationships. First, these relationships might be more prone to miscommunication and misunderstanding. Expectations and behaviors are influenced by cultural backgrounds and as people in ethnically incongruous relationships may only have a partial understanding of each other's cultural background this could lead to miscommunication

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Negotiating the diversity of ‘everyday’ multiculturalism: teachers’ enactments in an inner city secondary school

Abstract: Her research interests focus on the intersections of 'race', gender, migration and minority ethnic young people, in particular South Asian and Muslim girls, looked after children and separated child migrants.

Cited by 13 publications

References 41 publications

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum

Teaching in culturally diverse classrooms

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