Challenging Anti-Black Linguistic Racism in Schools amidst the 'What Works' Agenda

Autor/in	Cushing, Ian
Titel	Challenging Anti-Black Linguistic Racism in Schools amidst the 'What Works' Agenda
Quelle	In: Race, Ethnicity and Education, 26 (2023) 3, S.257-276 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cushing, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2023.2170435
Schlagwörter	Foreign Countries; Low Income Students; Blacks; Racial Composition; Intervention; Disadvantaged Schools; Racism; Majority Attitudes; Black Dialects; Whites; Educational Policy; Language Attitudes; Minority Group Students; Teacher Attitudes; Experience; Evidence Based Practice; Vocabulary Skills; Curriculum Development; Secondary School Teachers; Activism; Educational Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Black person; Schwarzer; Rassismus; Mehrheitsprinzip; White; Weißer; Politics of education; Bildungspolitik; Sprachverhalten; Lehrerverhalten; Erfahrung; Aktiver Wortschatz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aktivismus; Politischer Protest; Bildungsreform
Abstract	Education policy in England's schools is driven by the 'what works' agenda, characterised by interventions claiming to be scientifically objective and evidence-led. In this article I show how what works interventions reproduce anti-Black linguistic racism because to be perceived as someone who is 'working', racialised children must assimilate their language practices towards idealised whiteness. I present case studies of two teachers working in low-income, majority Black schools who rejected what works interventions concerning a commercially produced curriculum package and the so-called word gap, both of which framed racialised children as displaying linguistic deficiencies in need of correcting. I describe various institutional oppositions the teachers faced, including having their own language, expertise and evidence questioned by white management. I argue that the what works agenda is crafted by the state to delegitimise anti-racist efforts, and that for the state, what counts as 'working' is simply the reproduction of idealised linguistic whiteness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01