| Popis: |
This chapter offers a systematic review of sociological research in England on the relationship between race/ethnicity and educational inequality between 1980 and 2017. Five major research traditions are identified: (1) political arithmetic; (2) racism and racial discrimination; (3) school effectiveness and inclusion; (4) culture and educational outcomes and (5) educational markets and educational outcomes, with research on ‘racism and racial discrimination’ as the most dominant research tradition. Most of the research conducted in England is characterized by the use of qualitative research methods and a more interpretative approach to social sciences and focuses on identifying inequality in educational experiences and outcomes of racial and ethnic minorities, particularly in relationship to young people of ‘Black Caribbean/African’, ‘Pakistani’, ‘Indian’ and ‘Bangladeshi’ background and, in later research contribution, children with a ‘Chinese’, ‘Gypsy/Traveller/Roma’ or ‘Mixed-race’ background. This rich body of research is written in English and developed by educational sociologists who take a more critical stance towards government policies that are underpinned by assimilationist principles even though they are often manifested as apparently multicultural; and a market-led education system which stresses the importance of between-school competition, accountability and standardised testing. |
