Ethnicity and Race in a Changing World

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Ethnicity and Race in a Changing World: A Review Journalregards to race equality policy and practice.The research revolves around four key questions: Are children in some types of schools moreracist than others? Are some children born racist and others naturally antiracist? Are children lessracist than adults? What do children think about their own and other cultures? In each case, Elton-Chalcraft is interested in the connection between children’s attitudes and the knowledge that informstheir opinions.The introduction sets the educational backdrop for the research, exploring how key racistincidents have served to shape education policy and practice. In addition, the author connects thesechanges in policy to the ways in which the National Curriculum is both taught and received. As a result,connections are made between the ways in which children are taught about racial and cultural diversityand how this contributes to their attitudes towards race and racism. In sum, the book begins with anoverview of the National Curriculum and the ways in which knowledge is imparted to children withinthe British school system. She also explores the impact of the media on children’s perceptions of raceand racial difference.Chapters two and three present the discussions with the children from across the four schools.Thereafter, chapter four highlights the children’s attitudes about Britishness, cultural identity and skincolour. The children’s conversations about racial difference forms the topic of chapter five. Here, theauthor divides the reactions into the following categories – colour blindness, political correctness, andWhite privilege. Chapter six builds on this to explore the relationship between cultural knowledge andanti-racist attitudes. Lastly, chapters seven and eight examine the impact of teaching on children’sattitudes towards race and, in so doing, formulate a methodology of best practice for educators andpolicy makers.Also relates to:Culture, Identity, Gender and RelationshipsMULTILINGUAL EUROPE: DIVERSITY AND LEARNINGEd. Chairman Kenner and Tina HickeyPublisher: Trentham BooksYear: 2008Pagination: 208ppISBN: 978-1858564234Price: £19.99Explores the ways in which children and young people grasp language, both in terms of acquiringlanguage and honing understanding. By drawing on multilingual programs in a range of Europeancountries, the authors construct, what they deem to be, successful pedagogies of learning for thecreation of the optimal multilingual educational setting.The first section – Communities and Identities in multilingual Cities – explores the formation ofself and community in the identities of children growing up in Utrecht, Sheffield and Barcelona, whichare here interpreted as ;’multilingual cities’. In addition, the editors examine the negotiation of identityin the case of the diasporic Tamil community. Here, the authors examine the employment of theatre,carnival and photography as tools to aid children’s understanding of their national.The next section – Home, School and Community – looks at learning at the intersection ofhome, school and community, paying particular attention to the connections between schools andfamilies at a range of schools in Europe.Finally, part three – Learners, Teachers and Schools – posits a series of learning pedagogiesaimed at educators. Here, the authors place emphasis on the context of learning for a child – namely,cultural and national community and experience.Also relates to:Culture, Identity, Gender and RelationshipsMigration, Immigration and the Refugee Experience68
Ethnicity and Race in a Changing World: A Review JournalGENERATING GENIUS: BLACK BOYS IN SEARCH OF LOVE, RITUAL AND SCHOOLINGTony SewellPublisher: Trentham BooksYear: 2009Pagination: 160ppISBN: 978-1858563688Price: £18.99Author Tony Sewell here describes the ‘Generating Genius’ programme, which was started in 2005 toraise the aspirations and achievements of African Caribbean schoolboys. The programme compriseda summer school which ran for five years, both at the University of the West Indies and at ImperialCollege London. The boys, mainly from deprived areas and failing schools in London and the South-East, were offered the chance to nurture their existing passion and skills in science, technology,engineering and medicine.Alongside a rigorous academic programme, students were encouraged to participate ina wide-range of activities – sports, music, drama, dance, counselling and discussions – in order todevelop their social and emotional skills. Emphasis was placed on teaching the boys about becomingresponsible men with a strong work ethic, a well-rounded masculinity, and a healthy, empathetic andresponsible attitude to life.Generating Genius shows how genius is not innate but instead is the product of attitude, hardwork and cultural legacy, which, the author argues, allows for the possibility of nurturing geniusthrough the right conditions. The programme is not without political implications – ‘genius’, asit is here understood, is made more accessible and less elitist, becoming less about eugenics andmore about cultural influence. Although the author notes the influence of race and racism on theunderachievement of Black boys in UK schools, he claims that the pressures of home and peergroup present a tougher challenge to young Black males achieving success. To this end, chapter twoexamines the affect of family patterns on the academic performance and social mobility of AfricanCaribbean boys in the UK. Chapter three charts the role of history on the formation of contemporaryBlack male sexuality and the attraction of gang culture. Chapters four and five present case studiesof the programme’s success in a secondary school in Samoa and a primary school in Jamaica. Thebook concludes with a section on ‘The Making of Genius’, which discusses the overriding aims andoutcomes of the ‘Generating Genius’ programme.Also relates to:Culture, Identity, Gender and RelationshipsEmploymentHEALTH AND SOCIAL CAREISLAM AND SOCIAL WORK: DEBATING VALUES, TRANSFORMING PRACTICESara Ashencaen Crabtree, Fatima Husain and Basia SpalekPublisher: Policy PressYear: 2008Pagination: 198ppISBN: 978-1861349477Price: £18.99Islam and Social Work urges policy makers to consider faith identities and, in particular, the faithidentities of minority ethnic communities in a post 9/11 climate. To this end, the book examines thecentrality of Islamic principles in the lives of Muslim communities in Western societies. The text iswritten to inform and guide social work practitioners who work with, or who are interested in workingwith, faith communities, especially Muslim communities.The book begins by claiming that although much has been written about ‘race’ and ethnicityin relation to social work practice, there has been nothing exploring social work with Muslim69
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Ethnicity and Race in a Changing World

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