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Multicultural Education: a School-Based Ethnographic Study of Policy Implementation

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Multicultural Education: a School-Based Ethnographic Study of Policy Implementation THESIS TITLE: MULTICULTURAL EDUCATION: A SCHOOL-BASED ETHNOGRAPHIC STUDY OF POLICY IMPLEMENTATION SUBMITTED BY ABBY LOUISE PERLMAN CRONIN FOR Ph.D. UNIVERSITY OF LONDON INSTITUTE OF EDUCATION ABSTRACT TITLE: MULTICULTURAL EDUCATION: A SCHOOL-BASED ETHNOGRAPHIC STUDY OF POLICY IMPLEMENTATION This thesis investigates the implementation of the 1977 ILEA Multi-Ethnic Education Policy initiative in one inner London comprehensive, 'East End High'. It is a school ethnography based on data gathered throughout two and a half years, commencing in spring 1979. Chapter one explores the problematic nature of analysing multi-ethnic policy implementation and describes the methodology used. Chapter two considers the debate about racial minority pupils and underachievement in the context of the post-war social democratic consensus which fostered an ideology of equality of educational opportunity. The politics of multi-ethnic policy-making in the ILEA is considered before moving on to chapter three where the multicultural/antiracist education debate is discussed, taking account of the New Right's critique. Chapter four examines the socio-economic, demographic, ethnic and educational profile of the borough where 'East End High' is located. The concept of educational achievement is problematised in the light of compensatory policy and practice and the Rampton/Swann methodology used to investigate the performance of racial minority pupils is criticised. The main concern of chapter five is to analyse the process of underachievement inside 'East End High' from the point of view of pupils. Evidence about the pupils is presented in terms of an ethnic pupil profile, banding ratios, socio-economic background and experiential data from interviews with fifth formers entered for exams and a small group of truants. Chapter six investigates teacher's views about multi-ethnic education in East End High. Organisational, administrative and decision-making matters inside the school are featured here and also in chapter seven, which is an analysis of the committee set up in the school to promote multicultural education. In terms of the power structure in 'East End High', this committee played a marginal role which helps to explain the uneven and inconsistent nature of multi-ethnic policy implementation. The thesis concludes with an overview of the interplay between the institutional, ideological and pragmatic conditions which regulated the process of multicultural policy implementation. TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION page 1 CHAPTER TWO: INEQUALITY OF OPPORTUNITY IN page 17 EDUCATION: RHETORIC OR REALITY? THE STORY OF EDUCATIONAL INEQUALITY IN POST-WAR BRITAIN. CHAPTER THREE: THE MULTICULTURAL-ANTIRACIST EDUCATION page 59 DEBATE: CONTEXT, CONTENT & CRITIQUE CHAPTER FOUR: THE COMMUNITY, EDUCATION AND page 102 UNDERACHIEVEMENT CHAPTER FIVE: THE PUPILS page 140 CHAPTER SIX: THE TEACHERS page 184 CHAPTER SEVEN: THE MULTICULTURAL EDUCATION page 248 COMMITTEE CHAPTER EIGHT: CONCLUSIONS page 293 APPENDICES: page 315 2.1 Interview with Mr. B. Woodroffe page 316 2.2 Aide Memoire page 331 5.1 Pupil Questionnaire page 332 6.1 Teacher Questionnaire for All Staff page 338 6.2 Data from Parts I & II of Teacher Questionnaire page 347 6.3 Teacher Follow-Up Questionnaire page 349 7.1 Mr. Ogden's Notes on Multicultural Education page 350 7.2 Mr. William's Note to All Staff page 353 7.3 Mr. Myles' Teaching Materials page 354 7.4 Mr. Thomas' Questionnaire page 358 7.5 Mr. Cox's Teaching Materials page 360 7.6 Materials From Multicultural Education Committee page 368 May 12, 1981 7.7 Minutes from Multicultural Education Committee page 373 November 3, 1981 BIBLIOGRAPHY page 375 CORRIGENDA Pa a Ref. Correction 17 line 17 should read: "consider the equality of opportunity debate". 19 line 3 should read: "perspective". 32 line -1 should read: "Simon 1973". 33 line 7 should read: "Simon 1973". 91 line 4 should read: "Cox & Dyson 1969, 1970; Cox & Boyson 1975,1977)". 98 line 16 should read: "Gordon & King". 376 add: BERNSTEIN, B. & DAVIES, B. 1978. "Some Comments on Plowden", in Wilson, M. (ed): Social and Educational Research In Action. London: Longman. 377 add: BUTLER, R. 1973. "The Politics of the 1944 Education Act", in Fowler G. et al (eds), Decision- Making in British Education. London: Heinemann. 377 add: CCCS. 1981. Unpopular Education. London: Hutchinson. 378 add: COMMITTEE OF HIGHER EDUCATION. 1963. Higher Education, The Robbins Report. CMND 2154. London: HMSO. 378 add: CORNFORD, J. 1985. "A Note on Research". Annex G to Education For All. CMND 9453. London: HMSO. 378 add: CORNFORD, J. 1989. "Research in a Plural Society: Pitfalls and Possibilities", in Verma, G. (ed), Education for All. Lewes: Falmer. 378 add: COX, C. B. & DYSON, A. E. (eds). 1969. Fight For Education: A Black Paper. The Critical Quarterly Society. 378 add: COX, C. B. & DYSON, A. E. (eds). 1970. Black Paper Three. The Critical Quarterly Society. 378 add: COX, C. B. & BOYSON, R. (eds). 1975. Black Paper 1975. London: J M Dent & Sons. 378 add: COX, C. B. & BOYSON, R. (eds). 1977. Black Paper 1977. London: Temple Smith. 378 add: DEPARTMENT OF EDUCATION AND SCIENCE. 1965. Circular No. 10/65. 378 add: DEPARTMENT OF EDUCATION AND SCIENCE. 1967. Children and Their Primary Schools, The Plowden Report. London: HMSO. 378 add: DEPARTMENT OF EDUCATION AND SCIENCE. 1970. Circular 10/70. 379 add: DOUGLAS, J.W.P. 1964. The Home and the School. London: Pantheon. 380 add: GASKELL, G. & SMITH, P. 1981. "Are Young Blacks Really Alienated?". New Society. 14 May. 381 add: HALL, S. 1983. "The Great Moving Right Show", in Hall, S. & Jacques, M. (eds) op. cit. 381 add: HARGREAVES, D. 1984. Improving Secondary Schools. London: ILEA. 383 add: JACKSON, B. & MARSDEN, D. 1962. Education and the Working Class. Harmondsworth: Penguin. 384 add: LEICESTER, M. 1986. "Multicultural Curriculum or Anti-Racist Education: Denying the Gulf'. Multicultural Teaching, Vol 4, No 2. 385 add: LOUDEN, D. 1978. "Self-Esteem and the Locus of Control: Some Findings on Immigrant Adolescents in Britain". New Community VI, No. 3. 385 add: MILNER, D. 1975. Children and Race. Harmondsworth: Penguin. 385 add: MINISTRY OF EDUCATION. 1959. Fifteen to Eighteen, The Crowther Report. London: HMSO. 385 add: MINISTRY OF EDUCATION. 1963. Half Our Future, The Newsom Report. London: HMSO. 387 add: REDBRIDGE C.R.C. 1978. Cause For Concern. Ilford: Black Peoples Progressive Association. 388 add: SIMON, B. 1973. "Intelligence Testing and the Comprehensive School", in Silver, H. (ed): Equal Opportunity in Education. London: Methuen. 390 add: WHITTY, G. & YOUNG, M.F.D. (eds). 1976. Explorations in the Politics of School Knowledge. Driffield: Nafferton. Page 1 CHAPTER ONE. INTRODUCTION The Inner London Education Authority's 1977 Multi-Ethnic Education initiative was the first such policy ever to be adopted by a local education authority in the United Kingdom. This thesis will investigate the way in which the Multi-Ethnic initiative was approached in 'East End High', a boys' multiracial comprehensive school situated in the London borough of Innerton. [1] It is a case-study of one school purporting to be putting the ILEA Multi-Ethnic Education policy into practice. The thesis examines how this school set about implementing a policy designed to improve rates of achievement and promote the multicultural educational objectives contained in the ILEA policy document; it describes and explains in what way this policy fostered a multicultural awareness amongst a sample of pupils and promoted a commitment to multiculturalism amongst staff and the school's Multicultural Education Committee. A central organising question is whether this policy acted as an agent of change to reduce inequalities in the educational experience of racial and ethnic minority pupils in East End High. The thesis is essentially an examination of a moment in the recent history of educational policy conducted through ethnographic data gathered contemporaneously with the events, together with its triangulation through documentation analysis, statistical records and a retrospective view of relevant Page 2 educational ideologies prior to, during and following the period in question. The core of the fieldwork was conducted throughout a two and a half year period commencing in the spring of 1979 and continuing through the autumn term of 1982 when the school began to reorganise internally because amalgamation was scheduled to take place with a neighbouring boys' comprehensive in 1983. East End High had a long history, opening in 1880 as a boys' Industrial School. In 1928 it became a Central School and in 1965 moved into a seven-story purpose-built building designed to provide the new system of comprehensive education. Innerton was one of London's most deprived and rapidly changing inner boroughs with a tradition of absorbing waves of new immigrants. By the mid-1970s, 407. of the pupils in East End High were of West Indian origin along with a considerable percentage of other ethnic minorities. The extent to which the school and wider community were successful in accommodating the needs of these pupils is a theme which is addressed throughout this thesis. THE POLICY CONTEXT AND RESEARCH QUESTIONS During the past thirty years educational responses to cultural diversity in England have gradually changed from policies based on assimilationist premises into policies based on culturally pluralist-multicultural or antiracist premises. Early responses in the 1960s reflected a laissez-faire (Rose 1969, Sivanandan 1982) attitude in which it was assumed that racial and ethnic minority pupils could 'fit' into the existing educational system by adapting or assimilating to the British way of life. But as time passed, cultural diversity came to characterise the population which had absorbed waves of post-war immigrants from Page 3 the European continent as well as the British colonies and ex-colonies in Asia and the Caribbean. In the brief period from 1951 to 1971 Britain's black population had grown from approximately 0.5 million to 1.85 million or 3.4% of the total population (Willey 1984a:3).
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