DOCSLIB.ORG

Thesis Submitted for the Degree of Phd at the University of Warwick

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Thesis Submitted for the Degree of Phd at the University of Warwick A Thesis Submitted for the Degree of PhD at the University of Warwick Permanent WRAP URL: http://wrap.warwick.ac.uk/88343 Copyright and reuse: This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. For more information, please contact the WRAP Team at: [email protected] warwick.ac.uk/lib-publications British Pakistani boys in Birmingham schools: education and the role of religion by Karamat Iqbal, B.Ed. M.Soc.Sc. A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy University of Warwick, Department of Education March 2017 CONTENTS CONTENTS ............................................................................................................................................... ii LIST OF TABLES .................................................................................................................................... ix GLOSSARY ................................................................................................................................................ 1 ACKNOWLEDGEMENTS .................................................................................................................... 3 DECLARATION ....................................................................................................................................... 5 Chapter 1: INTRODUCTION ................................................................................................................ 6 1.1 Introduction .......................................................................................................................................... 6 1.2 Starting where you are at ..................................................................................................................... 6 1.2.1 My background ............................................................................................................................. 8 1.3 Research focus and aims.................................................................................................................... 11 1.5 Pakistani-Birmingham; development of a community .................................................................. 15 1.6 Pakistani pupils, the national picture ............................................................................................... 19 1.7 Pakistani pupil attainment; the situation in Birmingham .............................................................. 23 1.8 Birmingham’s Pakistani boys; a particular problem ...................................................................... 26 1.9 Conclusion ........................................................................................................................................... 27 Chapter 2: A REVIEW OF THE LITERATURE.............................................................................. 29 2.1 Introduction ........................................................................................................................................ 29 2.2 Education of minorities; a look back at the past ........................................................................... 29 2.2.1 Gaps in education ....................................................................................................................... 30 2.2.2 Focus on Pakistani pupils .......................................................................................................... 31 2.2.3 The Birmingham response to minority pupils ........................................................................ 36 2.2.4 Back to colour-blind education policy ..................................................................................... 39 2.2.5 Funding for ethnic minority pupils .......................................................................................... 43 ii 2.2.6 Pakistanis not the only underachieving group – limitations of educational policy interventions .......................................................................................................................................... 45 2.3 Social class and its impact.................................................................................................................. 45 2.3.1 Differential impact amongst minorities ................................................................................... 48 2.3.2 Different parenting strategies .................................................................................................... 50 2.4 Protective factors for Pakistanis ....................................................................................................... 52 2.4.1 Ethnicity and 'immigrant' as a resource ................................................................................... 52 2.4.2 Importance of religion ............................................................................................................... 54 2.5 Factors impacting on Pakistani education ...................................................................................... 57 2.5.1 Home factors ............................................................................................................................... 57 2.5.2 Prior attainment .......................................................................................................................... 58 2.6 The wider meaning of education for Pakistanis ............................................................................. 58 2.6.1 Islamic idea of education ........................................................................................................... 60 2.6.2 Role of the Pakistani family ....................................................................................................... 61 2.7 Supplementary education .................................................................................................................. 63 2.7.1 Funding of supplementary schooling....................................................................................... 64 2.7.2 Positive outcomes of supplementary schools ......................................................................... 66 2.7.3 Problems with Muslim supplementary education .................................................................. 68 2.7.4 The opportunity cost of madrassah participation .................................................................. 73 2.7.5 Benefits of extra-curricular activities ........................................................................................ 74 2.8 Homework and study support .......................................................................................................... 78 2.9 School factors ...................................................................................................................................... 81 2.9.1 Teacher-pupil relationships ....................................................................................................... 81 2.9.2 Teacher understanding of pupil background .......................................................................... 83 2.9.3 Role of teacher training .............................................................................................................. 85 2.9.4 Funds of knowledge ................................................................................................................... 90 iii 2.10 Representative diversity ................................................................................................................... 92 2.10.1 The key role of minority teachers ........................................................................................... 93 2.10.2 Government support for diversity in the teaching workforce ........................................... 98 2.10.3 National steps towards diversity in teaching......................................................................... 99 2.10.4 Birmingham efforts to improve teacher diversity .............................................................. 101 2.11 Linking up the pupils’ worlds ....................................................................................................... 104 2.11.1 Home and school .................................................................................................................... 105 2.11.2 Partnership between supplementary and mainstream schools......................................... 107 2.12 Conclusion ....................................................................................................................................... 109 2.13 Research questions ......................................................................................................................... 110 2.13.1 Overall Research Question .................................................................................................... 110 2.13.1.1 Sub-questions ................................................................................................................... 110 Chapter 3: THE RESEARCH METHODOLOGY ......................................................................... 112 3.1 Introduction ...................................................................................................................................... 112 3.2 A mixed-methods study ..................................................................................................................
Load more

Recommended publications
  • The Effect of Reproductive Compensation on Recessive Disorders Within Consanguineous Human Populations
    Heredity (2002) 88, 474–479 2002 Nature Publishing Group All rights reserved 0018-067X/02 $25.00 www.nature.com/hdy The effect of reproductive compensation on recessive disorders within consanguineous human populations ADJ Overall1,2, M Ahmad1 and RA Nichols1 1School of Biological Sciences, Queen Mary, University of London, UK We investigate the effects of consanguinity and population results show how reproductive compensation can effectively substructure on genetic health using the UK Asian popu- counteract the purging of deleterious alleles within con- lation as an example. We review and expand upon previous sanguineous populations. Whereas inbreeding does not treatments dealing with the deleterious effects of con- elevate the equilibrium frequency of affected individuals, sanguinity on recessive disorders and consider how other reproductive compensation does. We suggest this effect factors, such as population substructure, may be of equal must be built into interpretations of the incidence of genetic importance. For illustration, we quantify the relative risks of disease within populations such as the UK Asians. Infor- recessive lethal disorders by presenting some simple calcu- mation of this nature will benefit health care workers who lations that demonstrate the effect ‘reproductive compen- inform such communities. sation’ has on the maintenance of recessive alleles. The Heredity (2002) 88, 474–479. DOI: 10.1038/sj/hdy/6800090 Keywords: marriage; inbreeding; mortality; morbidity; genetic counselling Introduction whether reproductive compensation, at the level ident- ified by Koeslag and Schach (1984), can effectively The majority of the UK Asian population can trace their counteract the purging of deleterious alleles within con- origins to the Punjab region of India and Pakistan within sanguineous populations.
    [Show full text]
  • Ethnic Minorities in Britain: the Educational Performance of Pakistani Muslims
    Journal of History for the Public, Vol. 4, 2007, pp. 77-94 Ethnic Minorities in Britain: The Educational Performance of Pakistani Muslims Manami Hamashita The irrevocable changes that have formed the multi-racial and multicultural British society have their origins in the period of British imperialism. In the postwar period migrants from countries in the New Commonwealth were able to migrate to Britain without any restrictions in accordance with the British Nationality Act of 1948. The influx of migrants from these countries including the West Indies, India and Pakistan bringing with them their culture and customs had a profound effect, and British society was forced to change rapidly as a result. In general, ethnic minority issues are often considered as a matter of ‘assimilation’ into the host society or under the concept of ‘multiculturalism’. In either case education for ethnic minorities plays an important role. For this reason I would like to focus on the educational performance of ethnic minorities, in particular the performance of those of Pakistani origin. According to the 2001 Census, groups of Pakistani origin had the highest percentage of British- (1) born (54.8%), and so the education of this British-born contingent should be one of the most important issues for Pakistanis in Britain. Much has been written about the education issues of ethnic minorities but there is relatively little material concerning the education of Pakistanis. This subject has been given some attention by Muhammad Anwar, who is a leading researcher in (2) the field of Pakistani Muslims. In his book The Myth of Return, published in 1979, he provided evidence that Muslims had started to settle down in Britain in the 1970s, and that a short stay for purely financial reasons was already a ‘myth’.
    [Show full text]
  • Families and Migration: Older People from South Asia Department for International Development (DFID)
    Families and Migration: Older People from South Asia Department for International Development (DFID) ESA315 UNITED KINGDOM REGIONAL REPORT No. 1 Older Gujarat Immigrants in Birmingham, UK October 2002 By Vanessa Burholt, G. Clare Wenger and Zahida Shah 1 TABLE OF CONTENTS 3 BACKGROUND 4 The Study Area 4 The City 5 Immigration 7 Immigration of Gujaratis 8 Residence Patterns 10 Services and Amenities 15 Elected Representatives 16 Standard of Living 16 Family Structures 18 METHODOLOGY 19 Sampling 19 Data Collection 20 Data Analyses 21 FINDINGS 21 Demographic Characteristics 21 Age Distribution 21 Marital Status 22 Migration History 24 Living Arrangements 25 Children 26 Siblings 27 Relatives 28 Friends, Neighbours and Community Integration 29 Religion 31 Education and Language 33 Sources of Support and Help 33 Support Networks 35 Confidants 35 Person Talk to When Unhappy 36 Personal Problems 36 Informal Health Care 43 Domestic Help 45 Work and Income 48 Dying in the UK 50 SUMMARY AND CONCLUSIONS 54 REFERENCES 2 BACKGROUND The second half of the twentieth century saw increased levels of immigration to the United Kingdom from India, Pakistan and Bangladesh. The ageing of this South Asian population will be rapid over the next decade. The research project Families and Migration: Older People from South Asia, was developed to examine the effect of migration on people as they age in both the United Kingdom and in sending communities in South Asia. In particular, we were interested in the effects of migration on the availability of support for older people. This is a regional report on the findings for older Gujaratis in the United Kingdom.
    [Show full text]
  • Oxfam and the Rise of Development Education in England from 1959 to 1979
    Oxfam and the rise of development education in England from 1959 to 1979 Donald Geoffrey Harrison University of London Institute of Education Thesis submitted for the degree of Doctor of Philosophy Declaration This thesis of 81,998 words is based on personal research and is entirely my own work. The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the prior written consent of the author. Don Harrison London September 2008 Abbreviations of key organisations and terms ACDE -Advisory Committee on Development Education CEWC - Council for Education in World Citizenship CIIR- Catholic Institute for International Relations CND - Campaign for Nuclear Disarmament CPAG- Child Poverty Action Group CRC - Community Relations Council CWDE - Centre for World Development Education DANGO - Database of Archives of Non-Governmental Organisations DCSF - Department for Children, Schools and Families DE- Development Education DEA- Development Education Association DEC - Development Education Centre DES - Department of Education and Science DfES - Department for Education and Skills DfiD- Department for International Development EEC - European Economic Community EIU- Education for International Understanding FAO- Food and Agriculture Organisation FCO - Foreign and Commonwealth Office FFHC - Freedom from Hunger Campaign GCE- General Certificate of Education LNU - League of Nations Union NADEC- National Association of Development Education Centres NGO - Non-Government Organisation NUT- National Union of Teachers ODA- Overseas Development Administration ODI- Overseas Development Institute ODM - Ministry of Overseas Development OWT - One World Trust PGWG - Parliamentary Group for World Government RVA - Returned Volunteer Action SCEIU- Standing Conference on Education for International Understanding SCF I S.C.F.
    [Show full text]
  • The Social Implications of Thalassaemia 1 Among Muslims Of
    I THE SOCIAL IMPLICATIONS OF THALASSAEMIA 1 AMONG MUSLIMS OF PAKISTANI ORIGIN I-N EN&LA-D-FAMILY EXPERIENCE AND SERVICE DELIVERY by Aamra Rashid Darr A thesis submitted for the degree of Doctor of Philosophy in the University of London. University faculty of Science Field of study: Genetics University College University of London. 2 ABSTRACT This thesis is about the experience of Muslim British Pakistani families coping with thalassaemia (a chronic, inherited blood disorder) and the implications for service delivery. Its central concern is to illustrate that simplistic and culturally-biased assumptions are an unsatisfactory base on which to devise health service delivery for minority populations, and that with careful study it is possible to deliver culturally sensitive and appropriate services. The thesis is written in four parts. The first part contains the research methods and the clinical aspects of thalassaemia. It also provides an introduction to the families in the study. The British Pakistani population is considered in the context of migration to Britain, which has created a plural society requiring adaptations to services to meet the diverse health needs of the different ethnic minorities. The second part deals with the socio-economic and cultural background of British Pakistanis in Pakistan: this crucial to an understanding of their present situation. Family dynamics, marriage patterns and decision-making processes are explored, as is the central role of religion and kinship networks in the lives of British Pakistanis. It also examines their settlement process and present living conditions and illustrates how the social structures prevalent in Pakistan 3 have been re-established in England, albeit in a modified form.
    [Show full text]
  • Schools Week New Years Honours List 2021
    Dames Commander of the Order of the British Empire Irene LUCAS-HAYS CBE For services to training, to education and to young people Officers of the Order of the British Empire (OBE) Amanda Jane BENNETT Executive Principal, Greetland Primary Academy, Calderdale and CEO, Great Heights Academy Trust. For services to education in West Yorkshire John BRADSHAW Lately headteacher, London East Alternative Provision. For services to education in London Emma BRADSHAW Executive principal, Alternative Learning Trust. For services to education in the alternative provision sector Cassandra Anna BUCHANAN Executive headteacher, Charles Dickens Primary School, Southwark, London and trust leader, the Charter Schools Educational Trust. For services to education Joanne Louise HEATON Chief executive officer, Northern Lights Learning Trust, Hartlepool. For services to education in north east England Christine Ann HILL Headteacher, Westminster School, Rowley Regis. For services to children and young people with special educational needs and disabilities Robert William LAWSON Chair of governors, Education Partnership North East. For services to education in Sunderland Linda Mary MAGRATH Chief executive officer, Laurus Trust. For services to education in Greater Manchester Darryl Sean Ewing MORGAN Headteacher, Ridgeway School, Farnham. For services to children and young people with special educational needs and disabilities in Surrey Hunada NOUSS Chair, audit and risk committee, Education and Skills Funding Agency. For public service Angela Joanne O'BRIEN Primary director, Spencer Academies Trust and lately principal of Wyndham Academy. For services to education June Miriam PALMER Headteacher, Mayfield School, Torquay. For services to children and young people with special educational needs and disabilities Asiyah RAVAT Executive principal, Star Academies.
    [Show full text]
  • Birmingham Standing Advisory Council on Religious Education
    Birmingham Standing Advisory Council on Religious Education Annual Report 2013-2014 www.faithmakesadifference.co.uk S:A:C:R:E 2009-2010 - 1 - Contents 1. SACRE meetings 1 Full Council meetings during 2013/2014 4 The statutory role and responsibilities of SACRE 4 Functions of Officers 2. The Birmingham Agreed Syllabus Developments 2 3. Website and updates 3 4. Collective Worship 4 5. GCSE Results 5 6. DVDs Supporting the Agreed Syllabus 6 7. Determinations for Collective Worship 7 8. SACRE Membership to September 2013-14 9 Committee A Committee B 7 Committee C 8 Committee D 8 Co-option(s) to SACRE 8 Officers in Attendance SACRE Working Groups 9. Appendices 11 9.1: Appendix 1 – Birmingham SACRE Collective Worship 11 Strategy S:A:C:R:E 2013-2014 1. MEETINGS Full SACRE meetings during 2013- The statutory role and 2014 responsibilities of SACRE: 30th September 2013 • To advise the Local Authority (LA) 5th December 2013 upon such matters connected with 10th February 2014 religious worship in community 18th June 2014 schools as the authority may refer to the council or as the council may see fit. For SACRE membership (see appendix) • To advise the LA upon such matters After 8 years of service, Guy Hordern connected with religious education to stepped down as Chair and in May 2012 be given in accordance with the Councillor Dr Barry Henley BSc MSc DBA agreed syllabus in community schools MCIM FCMI took over the role. Dr Henley as the authority may refer to the is a deputy Chair of Governors at council or as the council may see fit.
    [Show full text]
  • The Development of Provided Schooling for Working Class Children
    THE DEVELOPMENT OF PROVIDED SCHOOLING FOR WORKING CIASS CHILDREN IN BIRMINGHAM 1781-1851 Michael Brian Frost Submitted for the degree of Laster of Letters School of History, Faculty of Arts, University of Birmingham, 1978. University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. SYNOPSIS This thesis considers the development of 'provided 1 schooling for working class children in Birmingham between 1781 and 1851. The opening chapters critically examine the available statistical evidence for schooling provision in this period, suggesting how the standard statistical information may be augmented, and then presenting a detailed chronology of schooling provision and use. The third chapter is a detailed survey of the men who were controlling and organizing schooling during the period in question. This survey has been made in order that a more informed examination of the trends in schooling shown by the chronology may be attempted. The period 1781-1851 is divided into three roughly equal periods, each of which parallels a major initiative in working class schooling; 1781-1804 and the growth of Sunday schools, 1805-1828 and the development of mass day schooling through monitorial schools, and 1829- 1851 and the major expansion of day schooling.
    [Show full text]
  • Child Labour in an Industrial Town
    CHILD LABOUR IN AN INDUSTRIAL TOWN: A STUDY OF CHILD WORKERS IN BIRMINGHAM, 1750 to 1880 by MARY NEJEDLY A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Centre for West Midlands History School of History and Cultures University of Birmingham July 2018 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract There has been extensive historical research into child labour in industries such as textiles and coal mining, but there has been little focus on children employed in Birmingham industries such as pin making and button making. This thesis illuminates the extent and nature of child labour in Birmingham and the significant contribution made by child workers to industrialisation between 1750 and 1880. It draws attention to the importance of children’s earnings for family incomes and suggests that some families migrated to the town in search of paid employment for their children as well as adults. The attitudes of employers, Poor Law officials, parents and children towards early work are explored, finding that child workers were regarded as an integral part of the Birmingham economy.
    [Show full text]
  • INSPECTION REPORT ST PAUL's SCHOOL for GIRLS Edgbaston
    INSPECTION REPORT ST PAUL’S SCHOOL FOR GIRLS Edgbaston, Birmingham LEA area: Birmingham Unique reference number: 103531 Headteacher: Miss Angela Whelan Reporting inspector: Dr K C Thomas 3390 Dates of inspection: 20 - 23 January 2003 Inspection number: 249606 Short inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2003 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Comprehensive School category: Voluntary aided Age range of pupils: 11 to 19 years Gender of pupils: Female School address: Vernon Road Edgbaston Birmingham Postcode: B16 9SL Telephone number: 0121 4540895 Fax number: 0121 4564803 Appropriate authority: The governing body Name of chair of governors: Mrs Mary Browning Date of previous inspection: 29 September 1997 St Paul’s School for Girls - 4 INFORMATION ABOUT THE INSPECTION TEAM Aspect responsibilities Team members Subject responsibilitie (sixth form) s (sixth form) 3390 Kenneth Thomas Registered Special What sort of school is it? inspector educational
    [Show full text]
  • Education on Relationships and Sexual Health
    Education on Relationships and Sexual Health A report from Overview & Scrutiny Birmingham City Council, 07 April 2009 Contents Glossary 3 Preface 4 Summary 6 Summary of Recommendations 9 1 The Review Process 12 1.1 Reasons for Review 12 1.2 Terms of Reference 12 1.3 Membership of Review Group 13 1.4 Methodology 13 2 Background 15 2.2 The Facts 15 3 What is Sex and Relationship Education (SRE)? 19 3.2 What is Taught? 20 3.3 Who is Responsible for Setting SRE Policy? 21 3.4 The Government Review of Sex and Relationship Education 22 3.5 Other Local Authorities 23 3.6 “Are You Getting It?” The UK Youth Parliament 24 3.7 Results of the Teacher SRE Survey 24 3.8 Sex and Relationship Education within Birmingham 25 4 Evidence received 29 4.1 Witnesses 29 4.2 Health Education Service (HES) 29 4.3 Looked After Children 32 4.4 School Age Parent Support Team 34 4.5 The Role of the Youth Service 35 4.6 The Governor Support Unit 37 4.7 School Governor Survey Results 37 4.8 SRE within Birmingham Schools 39 4.9 Faith Schools 41 01 Birmingham City Council, 07 April 2009 4.10 Role of External Agencies in Supporting SRE 43 4.11 The School Nursing Service 45 4.12 Young People’s Survey 46 4.13 Evaluation and Monitoring 48 5 What is Effective SRE? 50 5.2 Characteristics of Effective SRE 50 6 Findings and Recommendations 51 6.1 Action on Teenage Pregnancy 51 6.2 Focus on “Relationships” 51 6.3 Syllabus and Cultural Sensitivity 52 6.4 Role of the Health Education Service (HES) 54 6.5 Content 55 6.6 Delivery 56 6.7 Supporting Young People’s Development in Life
    [Show full text]
  • School Noticeboard
    1 School Noticeboard Edition 21: Thursday 2 March 2017 Inside this issue (click on links below): From the Director 2 Whistleblowing and Confidentiality 3 Fair Funding For All Schools: Letter from Councillor Brigid Jones 4 Local Authority Headteacher Briefings: March 2017 5 Agreed Term Dates 2018/19 5 School Safeguarding Information 5 Learning Lessons From Serious Case Reviews 6 Keeping Birmingham at the Heart of Water Safety 6 Supervision for Designated Safeguarding Leads Half Day Training 7 Early Years Noticeboard 8 EYFSP, KS1 and KS2 assessment arrangements 8 National Careers Week: 6-10 March 2017 8 CEIAG Network Meeting: Wednesday 29 March 2017 9 Paperless Invoicing To Birmingham City Council 9 Travel Assist: Applications for free bus passes 10 Teaching Awards 2017 10 Services for Education training courses 11 Link2ICT training courses 13 Free CPD: How to improve the health and wellbeing of pupils and teachers 14 Handsworth Association of Schools Open Day: 10 March 2017 15 Junior Peacemakers 15 Global Learning Network 15 Teachers’ Open Day At Black Country Living Museum 16 IT and Business Training Available 16 How to ensure technology has an impact on learning 17 2 From the Director Dear Colleagues, Hope you all had a restful and well-deserved half-term break. I am pleased to be back after succumbing to evil man ‘flu. Good to be back on the road and visiting schools again. Happy St David’s Day or Dydd Gŵyl Dewi Hapus for yesterday! The half-term week was marked by news of the departure of our Chief Executive, Mark Rogers. There has been extensive media coverage locally and nationally.
    [Show full text]