1

Name/Title to go here

The intersectionality of quality and equality education for ethnic minorities in Britain: Race, class, gender and the Caribbean dimension Professor Heidi Safia Mirza

Intersectionality race, class and gender



What is an intersectional analysis?



How does race, class and gender impact on our understanding of learning, teaching and systems of assessment ?



In the context of intersectionality what factors affect pupil assessment?

4

….gender is always lived in the modalities of ethnicity and class, and nationality in the modalities of gender and race , and class in the modalities of gender and nationality’ ( Prins 2006:278 )

g e n d r e Race Race g e n d r e CRENSHAW’S TRAFFIC LIGHT METAPHOR

It is the work of the black and postcolonial feminist to ask the simple question what does this mean? – and begin to plot a history’ (GayatriSpivak,1988:297

)

Race class and gender Which one? 7

Gender and race- Are all the girls really doing that well?

8

Race and ethnicity makes a difference to Class 9

Ethnic Monitoring and Hierarchies of Difference

GCSE 5 A*- C grades 80 70 60 50 40 30 20 10 0 Chinese

DfES /SFR

Indian White Bangladesh Pakistan African

GCSE results, England 2009

Caribbean

Theories of ‘black underachievement’ in Britain and Caribbean

Cultural Structural

     

Black masculinity Female centeredness Peer pressure ( gangs) Resistance and ‘Acting white’ Parental involvement Bullying and violence



Teachers perceptions



Institutional racism



Transition from primary to secondary



Curriculum and pedagogy and books



Poor neighbourhoods teaching and resources

11

What assessment tells us about Progression and Transition 12

Achieving Quality Education What makes a difference? Can it be measured? • • • • •

Teacher training for inclusion, diversity and equality Supplementary Community schools ( indigenous knowledges) School leadership , ethos & distributive leadership (effective schools) Setting Inclusive targets ( assessment for social justice not league tables) Monitoring achievement of ethnic/gender groups through formative assessment and review

13

Franz Fanon

Black Skin White Masks

1952 ( Pluto Press 1986) 14

For a black person to become educated is therefore to become human. Nothing is more astonishing than to hear a black (wo)man express himself properly, for then he is putting on the white world. Education in this sense is not about the process of learning or teaching or schooling- it is about refutation.