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Disrupting the discourse: Applying critical race theory as a conceptual framework for reflecting on learning and teaching in higher education 扰乱话语:运用批判种族理论作为反思高等教育学习和教学的概念框架

Equity in Education & Society Pub Date : 2023-03-22 DOI: 10.1177/27526461231163325

Kevin J Brazant

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引用次数: 0

Tackling educational inequality: Lessons from London schools 解决教育不平等:来自伦敦学校的经验教训

Equity in Education & Society Pub Date : 2023-03-10 DOI: 10.1177/27526461231161775

Feyisa Demie

{"title":"Tackling educational inequality: Lessons from London schools","authors":"Feyisa Demie","doi":"10.1177/27526461231161775","DOIUrl":"https://doi.org/10.1177/27526461231161775","url":null,"abstract":"This research paper explores the lessons from London schools in driving school improvement and addressing inequalities. Drawing upon evidence from trend attainment data by ethnic background, a literature review of academic research, the London Challenge, Ofsted and London Local Authorities publications, and case studies of schools, the paper will identify areas of good practice that contribute to raising achievement in London schools. The overall findings showed that attainment at GCSE (General Certificate for Secondary Education) has risen much faster in London than nationally since the London Challenge school improvement programme was launched to improve outcome. There are several reasons why London schools are bucking the national trend. The paper identified many success factors and strategies which contributed to the raising achievement and tackling inequalities such as effective school leadership, quality of teaching and learning, use of data, use of multi-ethnic workforce that reflect the community, and effective support for ethnic minorities and EAL pupils and targeted interventions. The overall conclusion of this study is that improvement in schools in London is an exceptional achievement and offers a worthwhile example of a success story that policymakers at both national and international levels can learn from. Lessons from London schools in tackling inequality and the policy and research implications are discussed critically in the final section.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133364759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why isn’t the addressing of intersectional discrimination and disadvantage a key leadership priority in English schools? 为什么解决交叉歧视和劣势不是英语学校领导的一个关键优先事项?

Equity in Education & Society Pub Date : 2023-03-02 DOI: 10.1177/27526461231160187

Joanne Trevenna

引用次数: 0

Preventing school exclusions of Black children in England – a critical review of prevention strategies and interventions 防止英国黑人儿童被学校排斥——对预防策略和干预措施的批判性审查

Equity in Education & Society Pub Date : 2023-02-28 DOI: 10.1177/27526461221149034

Claire Stewart-Hall, Lorraine Langham, Paul Miller

{"title":"Preventing school exclusions of Black children in England – a critical review of prevention strategies and interventions","authors":"Claire Stewart-Hall, Lorraine Langham, Paul Miller","doi":"10.1177/27526461221149034","DOIUrl":"https://doi.org/10.1177/27526461221149034","url":null,"abstract":"This paper explores the literature on the prevention of exclusions of Black children in English schools which has remained an entrenched problem and persistent concern for many decades. It examines grey literature from projects, as well as tested approaches, and the impact of preventative strategies, identifying patterns of when and where Black pupils are most excluded. This review begins by exploring the combination of systemic and policy changes that may have contributed to increased exclusion levels and triangulates evidence from reviews and academic analysis from experts in the field. The paper then explores projects that have responded to increases in the exclusion of Black girls and presents evidence of the experiences of intersecting identities and discrimination, such as adultification, and how this has been found to contribute to growing disproportionate numbers of exclusions for girls. Qualitative data from multiple Ofsted and DfE reports are reviewed and the effects of using role models, as well as the roles that teachers and leaders play in reducing exclusions as key systemic apparatus. The paper ends with research on different types of interventions to prevent school exclusion and their varied successes.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116675251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cogs of inequity: How structural inequities impeded school efforts to support students and families at the outbreak of the COVID-19 pandemic 不平等的齿轮:在COVID-19大流行爆发期间，结构性不平等如何阻碍学校为学生和家庭提供支持的努力

Equity in Education & Society Pub Date : 2023-01-28 DOI: 10.1177/27526461231153666

J. Supovitz, A. Hemphill, Om Manghani, Chanteliese Watson

引用次数: 0

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