Teaching learnersfromBMEbackgrounds

“...while itisimportantto understand anotherperson’sreligion,ethnicityand culture in orderto appreciatemorefully whotheyare, it isthen simplisticto definethembyoneofthesealone.Stereotyping oftengoesfurtherthan that.ManyAfrican Caribbeanboys,forinstance,feeldefinedin schooljustbytheirblackness;acrudepopulardefinition ofwhat it isto beaMuslimis nowdeveloping”(Ajegboet al 2007:29)

‘One size’doesnot fitall teachersanybetterthanit fits all pupils. Whatweeachbring toteaching ourlearnerswho haveBMEbackgroundswillbeinfluenced byourownethnicity,bytheethnicdiversity wehaveexperienced athome,schooland work,and by the attitudestoethnicdiversitythatwehaveexperienced. Wehope thattraineesand NQTSwillread this guidancecriticallyandwill personalise it.

Contents

Why focusonraising Blackand minorityethnic (BME)pupils’achievements?Outstanding teaching

Additionalchallengesthatpupilswith BMEbackgroundsmay facePupilswithBMEbackgroundsin ‘mainlywhite’schoolsUnderstanding ourownbackground and experience

Preparing all pupilsforlifein ourincreasinglydiversesociety, ANDcreating an inclusiveclassroomPupilswithEnglishasan AdditionalLanguage

Strategies,and howtheyrelate to theTeachers’StandardsConclusion

ReferencesOther sources

A small sampleoflinksandteaching resources

WhyfocusonraisingBlackand minorityethnic (BME) pupils’achievements?

Nationaldataoneducationalachievement revealthatwhat pupilsgain fromtheirschooling differsveryconsiderablyaccording totheirethnicbackgrounds.TheCabinetOffice(2007:25,citedinDCSF2009) flaggedthe implicationsstarkly, extrapolatingrecentprogresstopredicthowlong itmighttaketoclose theattainment gap atage11:

Everyyearthe governmentpublishes anationalanalysis ofAttainmentbyPupilCharacteristics(includingethnicity).Themostrecent report(DfE2013) showsthatpupils with certain Black orminorityethnicbackgroundscontinuetolagbehind thenationalaverage in nationalassessmentsand examinations:

“Chinesepupilsremainthehighestattaining ethnic group. The percentageof Chinesepupilsachieving 5ormore GCSEsatgradeA* toC orequivalentincluding Englishand mathematicsGCSEsoriGCSEsis17.6percentagepointsabovethenationalaverage...Pupilsfroma blackbackgroundremainthelowestperforming

group.Thepercentageofblackpupilsachieving 5ormoreGCSEsatgrade A*to CorequivalentincludingEnglishand mathematicsGCSEsoriGCSEsis4.2percentagepointsbelowthenationalaverage”

Whilethisshowsthatraceequalityin termsofeducationaloutcomesrequiresmorework,it doesnotmeanthat everyschool is replicating theparticular inequalitiesshown in nationaldata,nor thateverypupil with aBlackAfricanorBlackCaribbean backgroundwill underachieve, northateverypupilwith a Chinesebackground willoverachieve. Nationaldatacannottelluseverything abouta schoolorapupil, andwemustnot useitto createnewstereotypes, lowerexpectations ortojustifyattainmentgaps.

Traineesand NQTS shouldbeawareofthenationaldataand ofanyattainmentgapsrevealed intheir school’scurrent data,buttheyshouldfocustheirwork onfactorswithin theircontrol.

Teachersarerequiredto “sethigh expectationswhichinspire,motivateand challengepupils”,”establish asafeand stimulatingenvironmentforpupilsrooted in mutualrespect” (Teachers’Standard 1) and have “aclearunderstanding oftheneeds ofallpupilsand todifferentiateappropriately”(Teachers’Standard5).

Howtheseareimplementedin an increasinglydiversecountrychallengesmanyschoolcommunities. Formanyteachers and schoolsa fearof“getting itwrong” preventsthemfromaddressingthe issuesfacedbypupils with BMEbackgrounds; forothers aninvestmentinto assisting pupils withEALis seen assufficient.Thereisno “magic formula”(Rollock2009:8)forteaching pupilsfroma BMEbackground butthere arepractical steps thatteachers can takewhichwillbenefit theschoolcommunityand allowall pupilstothriveregardlessof socio-economicbackground,skin colour,language orrace.Tobegin toaccomplishthis,teachersmusthavea sound understanding of theissuesfacingBME learners. However,caution needstobeexercisedas“theBMEpopulation cannot be viewedashomogenousasthe challengeswithin and between groupsvarystarkly”(Wells2010:1).

Outstandingteaching

Inmanyrespectsthe key toteaching pupilswithBMEbackgrounds is thesameas thattoteaching anypupil:torespectthem,getto knowthemasindividuals,holdout high expectations,identifytheirstrengths andareasfordevelopment, identifypotentialbarrierstolearning ,selectand use appropriateteaching andlearning strategies-including differentiation-tobestservetheirlearning andprogress,and useassessmenttomonitorprogress andinform ourongoing planning andteaching.Thereare,however,additionalfactorstoconsider.Somebutnotallpupils with BMEbackgroundswillface obstaclesthatwhite pupilsdonot.

AdditionalchallengesthatpupilswithBMEbackgroundsmayface

  • Racism
  • Struggles with identity - particularlyforMixedheritagechildren
  • Economicdisadvantage
  • Lackof rolemodels
  • Lowteacherexpectations
  • Weakparent-schoolrelationships
  • Communitypressures(Springate2008)
  • Religiousrequirements
  • Language

TheNationalUnionofTeachers(2007,citedbyNorthWestRegionalDevelopmentAgency2010:11) foundthat“foryoung blackboysthere hasbeen a longtermconcernaboutpeerpressure/cultureof anti-learning,lackofrolemodels,teacherexpectations,institutionalracism,parent-schoolrelationships”Forothercommunitygroupsotherfactorsplaymajorrolessuchas“communityexpectationsand a lack of Englishspokenat home….Thesefactorsare notexperiencedconsistentlyevenwithin BMEgroupsand deeperorcomplexinter-relationshipsbetweenauthorities,economic factors,relationshipswithin theschooland withparent/carersand communityand family issues”(Wells2010:12)mayalsoplay asignificantrole.

A pupil witha BME abackgroundmayfacenone,someorallof theabove.

PupilswithBMEbackgrounds in ‘mainlywhite’schools

We needtoavoidanyassumption thatteaching in apredominantly whiteschoolnegatesthe needtoaddressethnicdiversity.Clineet al(2002),in theirstudyofschoolsin whichonly4-6%ofpupils werefrom minorityethnicbackgrounds,discoveredthat:

  • Few mainlywhiteschoolsadequatelypreparedpupilsforadultlife inaculturallyand ethnicallydiversesociety
  • ‘Onesizefitsall’solutionscreatedextraproblemsforpupils with BMEbackgrounds
  • Manypupilswith BMEbackgrounds inmainlywhiteschools“playedwhite”
  • Manyteachersminimised thesignificanceandvalueofcultural andethnicdiversity

Understandingourown background and experience

TheRunnymedetrust,whilsttraining NQTs,noted thatthe fearof“getting itwrong”reflected“awiderinability of white NQTs(ontheir training) toviewthemselvesaspart of an ethnic group where‘race’ isseenasonly relevantto Blackandminorityethnic groups.Thislackofunderstanding about theirown ethnicity anddiversitywithinwhite groupsresultsinraceequalityand cultural diversitybeing viewed asan insurmountablechallenge at oddswithand irrelevant totheirown experiences”(Rollock2009:9).Thefirststepto preparing toteach learnersfromaBMEbackground needstobeginwiththeteacherthemselves.A greaterdegreeofunderstanding of ateacher’s own ethnicity will equip them with thenecessarytoolstounderstand moreclearlythe needsof alltheirpupils andenablethemtoidentifytheirownethnicityandin doing socreate agreaterdegreeofmutualunderstanding andrespect.

Preparing ALLpupilsforlife in ourincreasinglydiverse society,ANDcreating aninclusiveclassroom

“Itisnotenoughtoteachchildrenhowtoread,writeandcount.Educationhastocultivatemutualrespectforothersandtheworldinwhichwelive,andhelppeopleforgemorejust,inclusiveandpeacefulsocieties.”(UNSecretaryGeneral BanKi-moonat the100daycountdowntotheDayofWorldPeace: cited byINEE2013)

Proactivestrategies:

  • Educateaboutdiversityand help pupils to valueit
  • Investigatediscrimination:myths,stereotypes andrealities
  • Promotemutual respect
  • Teach pupilshowtorespondtoracistcommentsandincidents withinthe school
  • Challengepupilsviewof culture: enablelearnerstounderstand thateveryone has a cultureandaworldviewwhich informtheirown valuesand behaviours
  • Enablepupils to embraceand understand theirown identitythrough identity gamesorPPT
  • Celebrateachievementand excellenceregardlessofethnicityi.e. highlightBlackinventors
  • Educateaboutdiverse(BME ) contributionstohistory and to modern lifeandinclude ingeneral curriculumplanning toavoid a purelytokenisticapproach (“EthnicDiversity in Curriculumplanning”leaflet)
  • Educatepupilstoread criticallythenewsand electronicmedia(especiallythatrelating to socialdiversity)
  • Communicateeffectivelywith parentsandengagethem withintheschoolcommunitye.g.storysacks inprimaryschool

Reactivestrategies

  • Respond promptlyandproportionatelytoracistcommentsorincidents,guidedbyschoolspoliciesandstrategies(seeRespondingto racistcommentsorjokes(Givens 2009)andResponding to Islamophobiccommentsorjokes (BennettGivens 2010)
  • Setclearrules forbehaviourincluding transparent schoolpolicyon racism
  • Monitor,record,reportand acton dataso as toreducethefrequency andrangeof futureincidents
  • Enforce appropriateand proportionatesanctions
  • Identifyand employproactive measures(above)to prevent(orreduce thefrequencyor severity )offurther incidents

Pupilswith English asanAdditionalLanguage

SomepupilswithBMEbackgroundsalsohaveEnglishas an AdditionalLanguage,whichcan createtheneedforfurther differentiation.Theseneeds arecomplexandmaynotbeapparent:

  • WhileEALpupilsoften develop ‘interpersonal’communication skillswithintwo years,ittakesfivetosevenyearsto acquirecognitiveand academiclanguageproficiencyto acquireforexamplethefull range ofliteracyskillsneededtocope withthe literacydemands of GCSEEnglish. (Cummins 2000:3)
  • A silent (receptive)period isnatural in theearlystagesof second languageslearning, andnot asign oflearning difficulties
  • A focusonmothertongue is a valuablechanneltolearning supportand nota hindrance(teachersshouldnot advocatetheuse of Englishonlyeitherat home or atschool)e.g.Workof BristolAcademyonpromotingmotherlanguage as an asset languageon Teachers TV.
  • Bilingualismshould bevalued as aspecial achievement

Forguidanceon teaching pupils with English asan AdditionalLanguageseetheEALtopic inthePGCESecondaryProfessionalStudies sectionofELE-Topic6ofthePGCEPrimaryProfessionalStudiessectionofELE-

SummaryofStrategiesand howtheyrelate tothe Teachers’Standards

Strategies / Teachers’Standards / Example
Sethighexpectations,rootedinarichknowledgeofBMEpupils’pastandcurrentattainment / 1;5;
6;alsopream
-ble /
  • setchallengingteachingobjectives,informedbyanup-to-dateknowledgeofpupils’progressandattainmentmaintainedthroughtheuseofarangeofrangeofappropriateassessmentstrategies

Makediscriminatorylanguageandbehaviourunacceptableinyourteachingspacesandlessons / 7;
alsopart2 /
  • demonstraterespect,considerationandfairnesstowardspupils
  • valuepupilsasindividualsandrespondtothemconsistently
  • createapurposefulandsafeatmospherewherepupilsrespecteachotherandco-operatewell
  • ensurethatpupilsfeelthattheyarevaluedequallyandareconfidentthattheywillbesupportedbytheirteachersandpeers.

Respondpromptlytoracistcommentsandincidents,makingappropriateuseofschoolprocedures / 7;
alsopart2 /
  • recogniseandrespondappropriatelytounacceptablebehaviours,e.g.verbalandphysicalbehaviourthatisthreateningordemeaningormaycreateobstaclestopupils’ learning;dothisinthecontextofschool
nationalpoliciesandprocedures.
Questionandchallengestereotypes / 1;3;
7;also
part2 /
  • teachaboutstereotypesinCircletime/Tutortime/Citizenship/PSHE;identifyanddiscussstereotypesthatariseinthecontextofothersubjects
  • avoidstereotyping,reinforcepositivemessagesaboutethnicculturaldiversityandprovidearangeoftextsandteachingmaterialsthatdothesame
  • demonstrateuseofnon-stereotypingvocabularyinyourteaching

Stretchandsupportpupils’fromallethnicgroups,includingpupilswithEAL,toensurethattheycanmakegoodprogress / 1;5 /
  • planandteachlessonsthattakeaccountofandsupportpupils’varyingstrengthsandneedssothatpupilsfromallethnicgroupscanmakegoodprogress
  • selectresourcesthatimplicitlyacknowledgeandvaluediversity
  • withassistancewhereappropriate,identifylevelsofattainmentofpupilswithEAL
  • provideappropriatechallengeandsupporttopupilswithEAL

Knowrelevantpolicies,guidanceandlegislationandhowtoworkwiththem
Knowyourlimits:seekadviceandsupportfrommentorsandothercolleagues / 7;
alsopart2 /
  • befamiliarwiththeschool’sEqualityDiversitypolicies(includingRaceEqualityPolicy)andprocedures
  • dealwithincidentsofracial/religiousharassmentorbullying,followingappropriatepoliciesreportingprocedures,seekinghelpfromexperiencedteacherswhereappropriate
  • knowwheretofindoutaboutkeylegislation(ChildrenAct1989,2004;EducationAct1996;EducationandInspectionsAct2006;HumanRightsAct1998;ProtectionfromHarassment1997;SpecialEducationalNeeds
DisabilityAct2001)
Bewellinformed:fromliterature,colleagues,pupils / 8;
alsopart2 /
  • drawonyourawarenessandunderstandingofpupils’social,cultural,linguistic,religiousandethnicbackgrounds,disability,sex,sexualorientationandsocialclasstosupportlearningandtoteachinwaysthatengageandchallengepupils
  • beawareofthespecificchallengeswhichmay befacedbychildrenfromavarietyof(respective)backgrounds
  • useyourknowledgeofpupils’interestsandmotivationspositivelyinyourteaching

Bewareofdiscriminatorydifferentialtreatment/expectations / 5 /
  • avoidmakingassumptionsabouttheirpupils’abilitiesorpotentialbasedontheirbackgrounds,sex,sexualorientation,socialclassetc
  • showfairnessindealingswithpupils;avoidshowingfavouritism
  • establishpositiveprofessionalrelationshipswithpupils,andmaintainhighexpectations

FindopportunitiesinCircleTime,Tutortime,PSHECitizenship,ANDotherNCsubjectstoaddressissuesofdifferenceinastructuredway / 7 /
  • usestories,poetry,drama,TV clips,musictohelppupils‘wearsomeoneelse’sshoes’
  • identifyculturallyandethicallydiversefigureswhohavecontributedtosubjectdisciplines(e.g.scientists,inventors,mathematicians,authors), ourhistoryandmodernlife.

BuildpositiveprofessionalrelationshipswithparentsofpupilswithBMEbackgrounds / 8;
alsopream
-ble /
  • workwithparentsofpupilswithBMEbackgroundsinwaysthatarewelcomingandaccessible

Assistpupilstounderstandthenatureofcultureandtorecognisetheirownculturalandethnicbackgrounds / 1 /
  • Planandteachlessonsthroughwhichpupilsidentifytheirownculturalbackgroundsandtheirworldviews
  • enablepupilstoexploretheaspectsoftheiridentity,belongingandbeliefstructuresthatinformtheirvaluesandbehaviour,throughageappropriateactivities/games

©NickGivens Ruth Flanagan2013

Conclusion

It is crucialforteachersto maintain high expectationsof alltheirpupilsregardless oftheirethnicity,socialclassor gender:stereotyping can damagea pupil’seducationaldevelopmentas they maylowertheirownexpectationsto meetthoseoftheir teacher.

A fullerunderstanding ofcultureand difference isessential for all learnersandteachersto enablethemtoliveand work inan increasinglydiversecountry.Additionally,effectiveteachingon ethnicityand diversityfromanearly age mayhelptostem thegrowthof racism. Aseducators,weneedto embraceand celebratediversityineveryareaof thecurriculumtofacilitate theeducationaldevelopmentof alltheirpupilsregardlessofethnicity.

NickGivensRuth Flanagan 2013.References

Ajegboetal(2007)CurriculumReviewDiversityCitizenshipLondon:DfES.

8&file=PDFversionaccessed28/06/13

accessed 13/10/16 this is fine.

BennettGivens(2010)Responding to Islamophobiccommentsorjokes( artnership/raceequality/Responding_to_Islamophobia.pdf accessed 27/06/2013)

CabinetOffice(2007)Fairnessand Freedom:Thefinalreportof theEqualitiesReviewNorwich:Officeof PublicSectorinformation.

/assets/ accessed 28/06/2013 accessed 13/10/16

Cline,T.,deAbreu, G.,Fihosy,C.,Gray,H.,Lambert,H.,Neale,J.(2002)MinorityEthnic Pupilsin MainlyWhiteSchoolsDfESResearchReportRR365London:DfES.( information/research+summaries/Minority+Ethnic+Pupils+in+Mainly+White+Schools accessed 27/6/2013)

fine - accessed 13/10/16

Cummins, J. Language,Power and Pedagogy. BilingualChildren in thecrossfire.MultilingualMatters.2000.

DCSF(2009) Building futures,believing in childrena focuson provision forBlackchildren in theEarlyYearsFoundation StageLondon:DepartmentforChildren, SchoolsFamilies

DfE2013StatisticalFirstReleaseGCSEEquivalentAttainmentbyPupilCharacteristics2011-12 accessed 28/06/13

Accessed 13/10/16

Givens, N.(2009)Responding to racistcommentsorjokes( artnership/raceequality/Responding_to_racism.pdfaccessed27/06/2013) accessed 13/10/16

INEE(Inter-AgencyNetworkforEducation in Emergencies)(2013)Education FragilityNewsletter 100daycountdownmessage tothe InternationalDayofPeace:Education forPeace.

NationalUnion ofTeachers(2007)Bornto beGreat:ACharteronPromotingtheAchievement ofBlackCaribbeanBoysLondon:NationalUnion ofTeachers.( accessed 27/06/2013)

Rollock,N.(2009)NQT‘Achieving RaceEquality inSchools’training programmeFinalReportJuly2009

London:TheRunnymeadeTrust.

Springate, I.,Harland,J.,Lord, P.SuzanneStraw,S.(2008) Why choosePhysicsand Chemistry?Thefactorsaffectingstudents’choicesregarding physicsand chemistry forstudyand careersNFERresearch summary.

London:NFER( accessed27/06/2013) accessed 13/10/16

North WestRegionalDevelopment Agency(2010)Unlocking thepotential oftheBME population.NorthWestRegionalDevelopmentAgency.FinalReport.( accessed 13/10/16

Othersources

Commission forRacial Equality(1996)Rootsofthefuture:ethnic diversity inthemaking ofBritainLondon:Commission forRacial Equality

DCSF2008Raisingthe attainmentofPakistani,Bangladeshi, Somali and Turkish heritagepupilsguidancebookletLondon:DepartmentforChildren, SchoolsFamilies

DCSF(2010) Making animpact on Blackchildren’sachievementLondon:DepartmentforChildren, SchoolsFamilies

DfE2013StatisticalFirstReleaseGCSEEquivalentAttainmentbyPupil Characteristics2011-12

DfES(2004)Aiming High:understanding theneedsofMinorityethnicPupils in MainlyWhiteSchools. AguidetoGood Practice,London,DfES;( understanding-educational-needs-minority-ethnic-puaccessed27/06/2013)

DfES(2006)Bullying around racism,religion and cultureLondon:DfES( bullying-april11.pdfaccessed27/06/2013)

DfES(2006)Ethnicity andEducation:TheEvidenceonMinorityEthnicPupilsaged5–16(London:DfES).From

accessed 13/10/16

Gaine C (2005)We're AllWhite, Thanks:thepersistingmyth about'White' schoolsStokeon Trent: TrenthamBooks

Gillborn,David.(2008)Racismand education : coincidenceorconspiracy?London:Routledge.

KnowlesRidley(2006)Anotherspannerin the works:challenging prejudiceand racisminmainly whiteschools,StokeonTrent:Trentham Books

Levinson,M.P.(2008)Issues ofEmpowerment andDisempowerment:GypsyChildren at Homeand School,

InternationalJournalTeaching and Learning Citizenship,SpecialIssue:Children’sVoice,70-78.

Maylor,U.,Smart,S.,Kuyok,A. Ross, A. (2009)BlackChildren’sAchievementProgrammeEvaluationDfESResearchReportDCSF-RR177London:DfES( RR177.pdf.pdfaccessed27/06/2013) accessed 13/10/16

A small sampleof linksand teachingresources

100Great BlackBritons(Biographies) as aresponsetothe BBCGreatBritonsdebatethattookplacein 2003.PatrickVernon,founderof blackheritagewebsiteEveryGenerationsaw thatnoblackpeopleevenmade itto theTop100,due inpartto manypeoplebeing unawareofblackachievementsand contributionsmadeoverthe centuries.

BlackInventorOnlineMuseum

Britkidwebsite

“This isawebsiteaboutrace,racismand life- asseenthrough theeyesoftheBritkids.Would you liketo...hang out with a Britkid,orgointotown?”Designed for pupils inmainlywhiteschools,theappearanceof thewebsitenowlooks alittledated,butcontentremainshighlyrelevant

Channel 4:Race-science’slasttaboo

accessed 13/10/16

Equalityand Human RightsCommission

accessed 13/10/16

Let’skickracismout of football

RaceEqualityTeaching:apractitioner’sjournalpublished in threeissuesperyear

accessed 13/10/16

Showracism thered card: Fansand footballersagainstracism:

fine accessed 13/10/16

also accessed 13/10/16