康奈尔论文代写:多元文化主义

2017-04-03 00:51

多元文化主义和反种族主义之间的张力是明显的政策领域里通往Rampton和Swann的报道。多元文化，在某种程度上，隐藏的种族主义正在现实的教育系统内，集中在一个庆祝的文化生活方式和经验对含有不满的工具。在1980年初，一个反种族主义的挑战是新兴的Grosvenor所标签的纱丽，三角饺和钢带。”[如国家民族教育协会21 ]组，全伦敦的教师反对种族主义和法西斯主义和国家教师联盟开始要求都超出了多元文化主义的简单推广，下定决心打击种族主义。这波压力会一直到委员会成员编写其报告。对Rampton和斯旺报告发布之前，确实有证据表明从加勒比黑人社区的儿童比白人学生被视为地位低的更可能的是，问题学生，因此分配给低流和乐队，或ESN学校的期望也会降低。他们也更可能被暂停从学校或提到儿童指导单位，从而错过了重要的时间在教室里。[ 22 ]这样的问题可以链接到移民的作用，英国作为一个整体，而不仅仅是教育系统。卡认为，西印度的孩子们在学校适应不良的英国建立推动了移民和他们的孩子很难填补心理和不必要的工作。[ 23 ]这是有点道理的，同样的观点，移民卡放在底层社会阶梯等转移的低工资的本土工人远离自己的贫穷的社会经济地位的重视。
康奈尔论文代写:多元文化主义
A tension between multiculturalism and antiracism was noticeable in the policy arena in the years leading up to the Rampton and Swann Reports. Multiculturalism was, to some extent, hiding the ongoing realities of racism within the education system and concentrated on using a celebration of cultural lifestyles and experiences as an instrument for containing disaffection. By the early 1980, an antiracist challenge was emerging to what Grosvenor labels the ‘saris, samosas and steel bands.’[21]Groups such as the National Association for Multiracial Education, All London Teachers Against Racism and Fascism and the National union of Teachers began to demand that LEAs went beyond the simple promotion of multiculturalism and made a determined effort to fight racism. This wave of pressure will have been feltas committee members were compiling their report.Prior to the publication of the Rampton and Swann reports, there was certainly evidence that children from the Afro-Caribbean community were more likely than white students to be perceived as low status, problem students and thus allocated to low streams and bands, or to ESN schools were expectations would be lower. They were also more likely to be suspended from school or referred to child guidance units, thus missing vital time in the classroom.[22] Such issues can be linked to the role of immigrants to Britain as a whole, rather than just the education system. Coard argues that the underachievement of West Indian children in schools suited the British establishment as it pushes immigrants and their children into the menial and unwanted jobs that are hard to fill.[23] There is some truth to this, likewise to Coard’s view that immigrants are placed on the lowest rung of the social ladder so as to divert the attention of the lower paid native workers away from their own poor socio-economic position.

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