Racism, Education and the State

147 Pages·2012·3.67 MB·English

by  Barry Troyna & Jenny Williams

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ROUTLEDGE LIBRARY EDITIONS:
EDUCATION
RACISM, EDUCATION AND
THE STATE
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RACISM, EDUCATION AND
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1 THE STATE
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0 BARRY TROYNA AND JENNY WILLIAMS
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Firstpublishedin1986
Thiseditionfirstpublishedin2012
byRoutledge
2ParkSquare,MiltonPark,Abingdon,Oxon,OX144RN
SimultaneouslypublishedintheUSAandCanada
3 byRoutledge
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0 711ThirdAvenue,NewYork,NY10017
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r RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness
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b ©1986B.TroynaandJ.Williams
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e Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedor
pt utilisedinanyformorbyanyelectronic,mechanical,orothermeans,now
e knownorhereafterinvented,includingphotocopyingandrecording,orinany
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3 informationstorageorretrievalsystem,withoutpermissioninwritingfromthe
2 publishers.
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2 Trademarknotice:Productorcorporatenamesmaybetrademarksorregistered
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2 trademarks,andareusedonlyforidentificationandexplanationwithoutintent
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t toinfringe.
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] BritishLibraryCataloguinginPublicationData
y AcataloguerecordforthisbookisavailablefromtheBritishLibrary
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er ISBN13:978-0-415-61517-4(Set)
v eISBN13:978-0-203-81617-2(Set)
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n ISBN13:978-0-415-69518-3(Volume125)
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eISBN13:978-0-203-14572-2(Volume125)
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li Publisher’sNote
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u Thepublisherhasgonetogreatlengthstoensurethequalityofthisreprintbut
M pointsoutthatsomeimperfectionsintheoriginalcopiesmaybeapparent.
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r Disclaimer
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g Thepublisherhasmadeeveryefforttotracecopyrightholdersandwould
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l welcomecorrespondencefromthosetheyhavebeenunabletotrace.
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Racism,
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e Barry Troyna and
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CROOM HELM
London • Sydney. Dover, New Hampshire
©1986B.TroynaandJ.Williams
3 CroomHelmLtd,ProvidentHouse,BurrellRow,
1 Beckenham,KentBR3 1AT
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2 CroomHelmAustralia PtyLtd,Suite4,6th Floor,
er 64-76KippaxStreet,SurryHills,NSW2010,Australia
b
m
British LibraryCataloguingin PublicationData
e
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p Troyna,Barry
e
S Racism,educationandthestate: theracialisation
3 ofeducationpolicy.
2 1.Discriminationineducation - Government
7
2 policy - Great Britain
2: I.Title II.Williams,Jenny
0 370.19'342'0941 LC212.53.G7
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y ISBN0-7099-4316-4Pbk
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U CroomHelm,51 WashingtonStreet,Dover,
m New Hampshire03820,USA
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sl LibraryofCongressCataloginginPublicationData
u
M Troyna,Barry.
h Racism,education,andthestate.
r
a Bibliography: p.
g
i Includesindexes.
l
A 1. Educationandstate-GreatBritain. 2. Racism
y [ GreatBritain. 3. Discriminationineducation-Great
b Britain. 4. Interculturaleducation-GreatBritain.
d I. Williams,Jenny, 1938- . II. Title.
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d LC93.G7T66 1986 379.41 85-22340
a ISBN0-7099-2498-4
o
l ISBN0-7099-4316-4(pbk.)
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PrintedandboundinGreatBritainby
BiddIesLtd,GuildfordandKing'sLynn
CONTENTS
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2 Acknowledgements
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: Introduction 1
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t 1. Discrimination byProxy: The Deracialisation
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] of National Education Policy and Discourse
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t (1960-1980) 9
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s
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e z.
v Multicultural Education in Action: The
ni Deracialisation of Policiesin Inner London
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and Manchester Z7
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i
sl 3. Institutional Racism: The Racialisation of
u Political and Educational Issues 44
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r 4. The Originsof Antiracist Education in the UK 60
a
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li 5. Local Education Authority Antiracist Policies 74
A
[
y 6. Antiracist Education Policies: A Critical
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d Appraisal 95
e
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a Conclusion 110
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n
w Bibliography lZ5
o
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Author Index 135
Subject Index 137
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: For mum and dad (inTottenham) and Gerry,
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0 Jenny, Sophie and Toby (in Leeds) (BT)
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] For Geoff, without whom •••• (JW)
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ACKNOWLEDGEMENTS
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2 We wrote this book during the academic year 1984-5 when Barry
7 Troyna was Senior Research Fellow and Jenny Williams a Visiting
2
: Research Fellow at the Centre for Research in Ethnic Relations,
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0 Warwick University. Both of us worked in the Education team, which
t was led by Troyna, where along with our colleagues (Wendy Ball,
a
] Peter Foster and KrutikaTanna) we carried out research on antiracist
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t education initiatives in various LEAs, schools and colleges. In the
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rs course of our research we have been helped, directly and indirectly,
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v by many people. We would like to thank them all and hope that this
ni book is, in some ways, a repayment for the co-operation and
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friendliness they have shown towards us. Amongst them we would
m like to thank, in particular, Gerry Davis, Andy Dorn, Dawn Gill, Bill
i
sl GUlam, Peter Newsam, Barbara Plant and Robin Richardson for
u discussing antiracist education initiatives with us and for providing
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important and 'difficult-to-get-hold-or documents which facilitated
h
r our understanding and analysis. Wendy Ball, Bruce Carrington and
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g John Solomos also deserve our thanks for reading and commenting
li critically on an earlier draft of the entire text. As co-directors of
A
the Centre, Robin Cohen and John Rex have supported our
[
y endeavours, for which we are grateful. Finally, and most importantly,
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d we are indebted to Rose Goodwin and Gurbakhsh Hundal who
e translated draft after draft of illegible scripts into presentable
d
a form. We put excessive demands on their time, patience and
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l characteristic good humour; despite this they have done a wonderful
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w job for us.
o The book was jointly conceived and jointly undertaken and it
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comprises an amalgamation of our theoretical and empirical concem
with antiracist education over the last decade. However, a division of
labour was necessary, on occasions, to expedite its completion. Barry
Troyna drafted the original versions of chapters 1 and Z and Jenny
Williams wrote the first drafts of chapters 3, 5 and 6. Nonetheless,
we are equally responsible for what follows.
BT (Sunderland Polytechnic)
JW (Wolverhampton Polytechnic)
INTRODUCTION
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3 In 1982, Michael Parkinson suggested that social scientists in
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7 the UK had failed consistently to analyse, either in theoretical or
2 empirical terms, the processes of decision-making and policy
:
2 formation in the sphere of education. 'The most striking featur~of
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t the British literature in this field', Parkinson wrote, 'ishow relatively
a
] little of it there is' (1982, p.114). Until very recently, his criticism
y was especially apposite when it came to studies of racial matters in
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i
s education. Indeed, as Andrew Dom and Barry Troyna pointed out not
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e so long ago, the proliferating literature in this field reflected an
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ni almost obsessive commitment to micro-level analysis; that is, the
U bulk of the literature was concerned with classroom matters and was
m dominated by discussions about 'the issues of language, curriculum
li development, pupil-teacher interaction and comparative academic
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u performance' (1982, p.17S). Naturally such issuesshould constitute an
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important element in the literature; the point which Dorn and Troyna
h stressed was that such a narrow perspective did not, indeed could not,
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a identify the political and policy framework in which these and related
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i issues were located. They argued that a framework built along these
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reconstituted lines was essential if the issues and findings uncovered
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y by micro-analyses were to form more than a series of disparate
b factual data.
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e It is difficult to do much more than speculate on the reasons for
d this uneven, decontextualised, even politically naive approach to
a
o racial issues in education. We suppose it may be partly due to the
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n apparently traditional lack of interest in this mode of enquiry which
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o Parkinson referred to. It may also have stemmed from the view that
D in the prolonged absence of explicit policy prescriptions for racial
matters in education there was little ofsubstance for socialscientists
to study and analyse. To some extent this is an understandable
reason. After all, the Department of Education and Science (DES)
continues to turn a blind eye to demands from within and beyond the
education service for a clear, unequivocal policy commitment to
multicultural or antiracist education (Tomlinson, 1981a; Troyna,
1982). Its only significant move on this issue came in the 1977 Green
Paper, Education in Schools: A Consultative Document, where it
asserted that: 'Our society is a multicultural, multiracial one and the
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