Leadership in non-white majority schools: the symbolic negation of distance

Barnard, Mathew

doi:10.1080/01425692.2020.1799753

Cited by 1 publication

(1 citation statement)

References 34 publications

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“…The above shows how at a micro-level, subtle mechanisms of domination that underpin the assumption of an English curriculum accessible to all present challenges to mainstreaming and the development of meaningful inclusive practices. This is further compounded by a neoliberal context in which the onus is put on immigrant communities to 'manage diversity' in order to successfully 'integrate' (Barnard, 2020). In terms of education, this is often expressed by an emphasis on the responsibility for students and their families to achieve successful inclusion in schools, both academically and socially.…”

Section: Vignettementioning

confidence: 99%

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

Welply

2022

The Curriculum Journal

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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

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Section: Vignettementioning

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

Leadership in non-white majority schools: the symbolic negation of distance

Cited by 1 publication

References 34 publications

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

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

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