Programme full

Thursday 16 April 2015 15:30 - 17:00
PAPER SESSION 6 / PECHA KUCHA SESSIONS
The paper is based on a literature review conducted to examine theories and programs that have examined or tackled
culture, learning and the attainment of the African American students. The literature review was conducted to inform a
study on how these theories and programs can be applied within the UK context in order to raise the attainment of
Black British students.
The Visibility and Aesthetics of 'Race' amongst University Students
Michael, L.
(Ulster University)
This paper considers the 'passing' strategies of minority ethnic students in UK Higher Education institutions in the
context of their racialised experiences on and near the campus. These are contrasted with the hypervisibility of 'race'
in campus spaces and activities associated with student life, exemplified by the 'diversity' images employed in
university marketing and at the other end of the spectrum, by the high profile student events which 'make fun' of and
commemorate racial conflict. Elements of the social are not simply reflected in spatial arrangements, but are
constituted and reinforced by them (Delaney, 2002). Drawing on Morrison's concept of the 'wholly racialised world',
this paper employs an examination of the whitened academic identity to explore racialised experiences of boundarymaking
and privilege in spaces constructed by and for university students.
Democratic Deficits: Permanent Exclusion, Racialization and the Business of Education
Kulz, C.
(Goldsmiths, University of London)
Drawing on research with the parents of permanently excluded children, head teachers and local authority staff, this
paper examines how English schools are acting as securitized zones by adopting increasingly punitive law and order
approaches. Ethnic minorities, working class students and boys are disproportionately likely to be permanently
excluded from school. While exclusion's devastating consequences on young people's futures has been well
documented (Searle, 2001; Parsons, 2009; Carlile 2013), this paper explores how the growing democratic deficit at
the heart of England's centralised, de-regulated, results-driven education system is pushing already potentially
disadvantaged students further to the margins. Punitive approaches drawing on raced, classed and gendered visions
(re)produce black boys as possessing inherently dangerous, hyper-sexual, criminal masculinities (Carby 1982; Mac
an Ghaill 1988; Arnett Ferguson 2001; Sewell 1997.) Through the narratives of parents who have gone through the
appeals process, the paper will also examine how the recent changes to the exclusion appeals system have handed
more power to head teachers and made it more difficult for parents to seek redress. The Office of the Children's
Commissioner has described these changes as in breach of human rights law, and the paper argues that power
differentials make it extremely difficult for parents to defend their children (OCC 2012). Permanent exclusion is an
extreme example, yet illustrative of a much more widespread, systemic shift in the educational landscape and its
approach to young people. Fostering democratic culture is subsumed beneath the authoritarian securitisation of
schools, as raced, classed and gendered inequalities are reproduced.
Race, Ethnicity and Migration 3
W727, HAMISH WOOD BUILDING
DIASPORA, MIGRATION AND TRANSNATIONALISM SUB-STREAM: MIGRATION AND THE FAMILY
British Asian Transnational Marriages and Integration
Charsley, K., Bolognani, M., Spencer, S., Jayaweera, H., Ersanilli, E.
(University of Bristol)
With government aims to reduce net immigration, spouses (one of the largest categories of settlement migration) have
been the target of increasing immigration restrictions. The tightening of entry and settlement requirements is
increasingly justified with reference to problems of integration. Although these new regulations apply to all British
citizens applying for a spouse to join them in the UK, not all transnational marriages are viewed as equally
problematic: the discourse centres on intra-ethnic marriages between British ethnic minorities and partners from their
parents' or grandparents' countries of origin. Such groups are also likely to be among those most affected by new
language and income requirements. Empirical evidence to support the suggestion that transnational marriage inhibits
integration is, however, surprisingly limited. Integration, moreover, is a complex, politicised and contested concept.
'Marriage Migration and Integration' is a new ESRC-funded research project aiming to provide new evidence on the
BSA Annual Conference 2015 212
Glasgow Caledonian University