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The Racial Structuring of Educational Marginality, 1960-1985

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The Racial Structuring of Educational Marginality, 1960-1985 1 THE RACIAL STRUCTURING OF EDUCATIONAL MARGINALITY, 1960 - 1985 Lemah R Bonnick Thesis submitted for the degree of Doctor of Philosophy Institute of Education University of London 1993 2 ABSTRACT This research explores the concept of race in the construction and penetration of educational arrangements for Afro-Caribbean children. Existing research during the 1960s and 1970s on multiculturalism fails to acknowledge the educationai mandate offered by the coercive power of race in the construction of Afro-Caribbean children's identity ln schools. In this thesis, the concepts of disconnection, reconstitution, affirmation and contested legitimacy provide a theoretical framework for understanding the educational marginalisatlon of Afro- Caribbean pupils. Part I establishes the context of marginalisation through competing conceptions of race. The concept of disconnection Is applied to review formulations of race which endow it with an all-embracing power so that it neutralises all other ideological forces. Part I provides the framework for examining the scope of race in defining the educational agenda and the mechanisms for disseminating racial forms of education. Part II and Part III trace the mechanisms which promote the objectification of race in education. It examines the early context of the racial objectification in education policy for children of New Commonwealth origin drawing upon the literature on race and official government reports to assess the impact of the politicization of race in education. The concept of reconstitution is used to analyse the dominant cultural deficit models which serve as an explanation of the position of Afro-Caribbean pupils in the education system. Reconstitution refers to the process by which race is converted into culture and the stigmatisation of culture is used to explain the under achievement of Afro-Caribbean children in school. In Part III the concept of affirmation is also developed in an empirical analysis of LEA policy documents in the early 1980's, which aim to institutionalise particular racial forms of education. Part IV addresses the nature of the consensus, contestation and legitimation of racial forms of education. The politics of LEAs are examined in terms of their attempts to structure new modes of consensus through multiculturalism and anti-racism. The debate between multicultural and anti-racist education and the challenge of the New Right are analysed using the concept of contested legitimacy. 3 ACKNOWLEDGEMENTS This thesis would not have been completed without the substantial support I got from teachers, colleagues and friends. To Professor Basil Bernstein, my thanks and appreciation for his timely intervention in facilitating the completion of the thesis. It has been a privilege to learn from him. To Celia Jenkins, my deepest gratitude for her friendship, her continued emotional and intellectual support. I have been enriched by the times we have spent, in the small hours, debating the eclectic nature of some of the issues raised by the research. I also wish to thank Mary Hickman for the many gastronomic evenings we spent eating our way towards resolution of some awkward theoretical problems. To Abbey Cronin, thank you for your long telephone conversations of reassurance when the going got rough. I particularly want to thank my family for their love and support. To my mother, Katherina Nedd, whose sacrifice made the writing of this thesis possible. To my children, Matshidiso, Ipeleng and Lebogang whose future male its completion a necessity. I am humbled by their continued love even when work on the thesis subordinated their legitimate demands. I must also thank Tommy Mohajane for his assistance in setting up the research. I am grateful to Professor Chris Mullard for the opportunity he provided for me to work in the Sociological Research Unit and his permission to consult and use materials from the Unit. Birthe King for typing the first draft chapters of the thesis and Bernadette Cifuentes for the final version. I am indebted to all those scholars whose work I have drawn on to make sense of the ideas expressed in this thesis. I assume full responsibility for the way in which their works have been represented in this thesis. Finally, I must pay tribute to all my friends, who are not mentioned by name, who helped me through the writing of the thesis. Their support demonstrates that it is possible to survive domestic life while writing a thesis. 4 TABLE OF CONTENTS Page ABSTRACT 2 ACKNOWLEDGEMENTS 3 GENERAL INTRODUCTION 6 PART I The Context of Marginalisation 17 Chapter 1 Race Problematics and Disconnection 18 Chapter 2 Race, Class and the Process of Racialisation 67 PART II Racial Marginality in Education 97 Chapter 3 Racial Objectification of Education Policy: The Early Context of Race and Education 98 Chapter 4 The Structuring of Racial Marginality in Education 135 PART III The Policy and Practice of Marginalisation 174 Chapter 5 Reconstitution: State Policy Recommendations on the Management of Race and Education 175 Chapter 6 Modalities of Affirmation in the Production of LEA Policy 229 Chapter 7 Affirmation: The Management of Consensus PART IV Contested Legitimacy 319 Chapter 8 The Competing Claims of Multi- culturalism, Antiracism and the New Right 320 CONCLUSION 376 BIBLIOGRAPHY 393 APPENDICES 418 5 LIST OF TABLES Page Chapter 6 Table 1 Response by UK LEAs to the letter survey 232 Table 2 Classification of the Presence, Intention and Absence of Multi- cultural Policy 233 Table 2 Influence of National Reports on the Formation of Local Policy Documents 247 Table 4 Number of Documents Produced by LEAS 249 LIST OF APPENDICES Appendix A The Date of Initial Documentation on Multicultural Education by LEAS 418 Appendix B Official Reports Used in the Formulation of Policy Documents 419 Appendix C List of LEA Documents 421 6 INTRODUCTION This thesis developed out of my experience as a teacher in multicultural schools in London during the mid to late '70s. The issue of multiculturalising the curriculum to reflect the different ethnic and cultural groups was a debate that was growing in tandem with the race relations and immigration literature. This debate was gradually becoming an area of special interest in education. The concerns generated by this debate had begun to influence the thinking of the schools in which I was employed. From the mid seventies and, especially in the early eighties, LEAs with large, medium and small minority populations began to endorse some of the sentiments associated with multiculturalism. I was therefore fortunate to be given the opportunity to examine multicultural and antiracist policy documents, produced by local education authorities (1981-82), during a crucial period in the formation and transition of race relations policy in education. The research greatly benefited from the use of these documents. They assisted the conceptual development of the thesis. In addition, my training as a teacher coincided with the new directions in sociology of education. The ideas generated by the 'new sociology of education', with its emphasis upon the recognition of the social origin of ideas and the relativization of knowledge (Gorbett 1972:6-7) and Bernstein's reconceptualisation of the curriculum to make more its social nature explicit (Bernstein 1977:80) held out exciting possibilities for innovation in the curriculum around the area of cultural 'racial' difference. Although the new sociology of education did not address directly the issue of racial and cultural oppression in education, it was felt that its intellectual framework provided the rationale for a wider re-negotiation of the curriculum to include a multicultural programme. My experience of teaching Afro-Caribbean children informed me that their position in the education system could 7 not be explained easily by reference to the curriculum and an awareness of the social basis of knowledge. Many of the children from this background were hostile to the attempt at multiculturalising the curriculum. They appeared to be appealing to the authenticity of my experience as a person of Afro- Caribbean origin to confirm their own 'racial identity' on the one hand, and on the other hand to deny it. This led me to a reinterpretation of the multicultural project. Recognition that the very project of multiculturalism was underpinned by the idea of race, with its assumptions of fixed immutable explanations about culture, highlighted the potentially coercive nature of multiculturalism. Indeed the Afro-Caribbean children's appeal to me to deny their racial identity, on one level, and on the other level to acknowledge it, represents the double involvement of people who are designated by a process of physical ascription. I am Afro-Caribbean and aware of the oppressive nature of the over-determination of race. The nature of the over-determination requires all one's activity to be subject to an external qualification underpinned by race This double bind is expressed by Una Mason, a Jamaican poet: "I must not laugh too much, They say black folk can only laugh I must not weep too much, They say black folk weep always." (Una Mason 1945) It is this double negation which leads Cedric Robinson (1983 ) to claim that people of African descent in recognising themselves as complex historical figures must deny race. From this perspective, it occurred to me that the rejection of multiculturalism by Afro-Caribbean children was the means by which they were rejecting a much more fundamental process of racial construction that is sustained in the racial forms of education. Thus the central hypothesis of this thesis is that race is the dominant symbolic sign that constructs Afro- Caribbean children for ideological interpellation. The 8 apparent ubiquity of racial domination ensures that Afro- Caribbean children only become represented in educational discourse through race. It is this conception of a shared racial experience that sets the conditions of emergence for the conversion of race into an educational device and hence the formation of racial forms of education under the general rubric of multiculturalism and anti-racism.
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