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Autor/inn/enSnell, Julia; Cushing, Ian
TitelInstitutional Language Policing and the Maintenance of Race-Class Inequalities
QuelleIn: FORUM: for promoting 3-19 comprehensive education, 65 (2023) 3, S.128-141 (14 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0963-8253
SchlagwörterLanguage Usage; Language Attitudes; Race; Social Class; Ideology; Educational Discrimination; Educational Policy
AbstractIn this article, we show how Ofsted operates as institutional language police, and how the inspectorate's attitudes about language maintain race-class inequalities under a guise of social justice, equality and evidence-based practice. Our research has repeatedly demonstrated how Ofsted reproduces long-standing, deficit-based and colonial logics that marginalised children lack adequate language, and that school is a place where they can be compensated for these supposed shortcomings. We outline three key areas of this work. First, we trace the kind of research about language that Ofsted draws on to build the so-called evidence-base which underpins its contemporary policies. Second, we reveal the language ideologies that circulate in school inspection reports and how the inspectorate evaluates the language of teachers and pupils. Finally, we show how these stances on language have direct impact on the lives of teachers and children in schools. We argue that the extent of the language policing and discrimination we have uncovered in Ofsted's policies and reporting demonstrates that these are not simply individual mistakes but an institutionalised, systemic and normalised feature of the inspectorate's practice. (As Provided).
AnmerkungenLawrence Wishart. Central Books Building, Freshwater Road, Chadwell Heath, London RM8 1RX, UK. Tel: 44-20-8597-0090; e-mail: forum@lwbooks.co.uk; Web site: https://journals.lwbooks.co.uk/forum
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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