By Archer Francis
Offering clean insights and understandings approximately educationally ‘successful’ minority ethnic scholars, this book examines the perspectives, identities and academic stories of these scholars who're unquestionably ‘achieving’, yet who are likely to stay overlooked inside renowned matters approximately under-achievement. Combining a extensive research of minority ethnic scholars’ success including a unique, certain case examine of an educationally ‘successful’ workforce, the British-Chinese, this book examines a desirable attitude on debates about the copy of social inequalities. during this thought-provoking and hugely obtainable e-book, the authors: evaluation the theoretical and coverage context to problems with ‘race’, gender, social classification and success speak about the function of lecturers and faculties discover chinese language mom and dad’ perspectives in their children’s schooling and clarify how those households ‘produce’ and aid fulfillment examine British-Chinese students’ perspectives on their ways to studying and their academic identities study the connection among aspirations and academic fulfillment think of the complexity and subtlety of racisms skilled via ‘successful’ minority ethnic students. This well timed and authoritative publication contributes to the continuing debates approximately degrees of accomplishment between minority ethnic students and is an important e-book for all researchers, scholars, schooling execs and policy-makers.
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Additional resources for Understanding Minority Achievement in Schools: Race, Gender, class and 'success'
Proponents suggest that hybrid identities can be transgressive and/or liberatory because they challenge and transcend ‘old’ boundaries and ways of thinking about race/ethnicity and offer a ‘third space’ (Bhabha, 1990) from which to theorise identities. g. Ahmed, 1999; Werbner and Modood, 1997; Anthias, 2001; Yuval-Davis, 1997). One of the key criticisms levelled against the concept of hybridity is that it risks bringing in essentialism ‘through the back door’ (Yuval-Davis, 1997, p. 202) due to its invocation of a fusion, or grafting together, of two (or more) ﬁxed and/or bounded ‘cultures’.
The transgressive potential of gender performances has also been called into question. For example, Renold (2005, p. 5) highlights how primary school children in her study ‘were more than ready to expose the gaps, and transgressions of other children who constantly struggled to pull off convincing gender performances’. However, as Renold argues, this often resulted in the reinforcement, rather than challenging, of gender norms. The ways in which children ‘do boy/masculinity’ and ‘do girl/femininity’ within education and schools has received considerable feminist attention – not least in response to the policy debates and panics outlined in the preceding chapter.
Furthermore, our understandings of pupils’ identities and achievement bring together the social, cultural and embodied aspects of children and young people’s experiences. In other words, we advocate approaching identities as located not only with individuals, but also within structures, cultures and bodies. Hence we do not treat identities as ‘free-ﬂoating’ or universally available, rather we understand them as produced within contexts, with the capacity for particular ‘authentic’ performances being shaped by embodied social and material relations.