# data[].attributes.headline
Do things like uniform mitigate issues - or do they just disguise social disparity?

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Do things like uniform mitigate issues - or do they just disguise social disparity?

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Be aware of their own biases and stereotypes and try not to let those come through when they are teaching.

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Be aware of their own biases and stereotypes and try not to let those come through when they are teaching.

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Acknowledge theirown preconceptions created from their lived experience and think about the lived experience of others.

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Acknowledge theirown preconceptions created from their lived experience and think about the lived experience of others.

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Bradbury, A. (2019). Rethinking ‘fixed ability thinking’ and grouping practices: questions, disruptions and barriers to change in primary and early years education. The Forum, 61, 41-52.

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Always promote a friendly environment where you can have open discussions about race/religion/gender etc

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Always promote a friendly environment where you can have open discussions about race/religion/gender etc

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Rethink ability grouping - celebrate the individual strengths of children, not things that limit their progress! 

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Rethink ability grouping - celebrate the individual strengths of children, not things that limit their progress! 

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Diane Reay (2018) Miseducation: inequality, education and the working classes, International Studies in Sociology of Education, 27:4, 453-456, DOI: 10.1080/09620214.2018.1531229

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Diane Reay (2018) Miseducation: inequality, education and the working classes, International Studies in Sociology of Education, 27:4, 453-456, DOI: 10.1080/09620214.2018.1531229

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To make a difference you really need to have a position of power... With no real social connections and capital... [it is very difficult]

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Teachers have autonomy within their constraints at classlevel e.g. exposing the childrne to certain cultures and histories.

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Teachers have autonomy within their constraints at classlevel e.g. exposing the childrne to certain cultures and histories.

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Give the children themselves a voice and the space to use it (circle time)

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Give the children themselves a voice and the space to use it (circle time)

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Thompson, I., (2017). Tackling Social Disadvantage Through Teacher Education. Critical Publishing 

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Thompson, I., (2017). Tackling Social Disadvantage Through Teacher Education. Critical Publishing 

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‘The Blue Table Means You Don’t Have a Clue’: the persistence of fixed-ability thinking and practices in primary mathematics in English schools RACHEL MARKS

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‘The Blue Table Means You Don’t Have a Clue’: the persistence of fixed-ability thinking and practices in primary mathematics in English schools RACHEL MARKS

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Explaining social class inequalities in educational achievement in the UK: quantifying the contribution of social class differences in school 'effectiveness' (Hobbs, 2016

Educational inequality in English primary education (Richards, 2007)

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Teachers' use of questioning and modelling comprehension skills in primary classrooms - Parker, M & Hurry, J, 2007

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Teachers' use of questioning and modelling comprehension skills in primary classrooms - Parker, M & Hurry, J, 2007

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Diane Reay (2012) What would a socially just education system look like?: saving the minnows from the pike

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Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities

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Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities

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Marlies Kustatscher

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What would a socially just education system look like?: saving the minnows from the pike by Diane Reay

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What would a socially just education system look like?: saving the minnows from the pike by Diane Reay

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Learners’ attitudes to mixed-attainment grouping:  Examining the views of students of high, middle and low attainment - Antonina Tereshchenko*a, Becky Francis a, Louise Archer a, Jeremy Hodgena, Anna Mazenod a, Becky Taylor a, David Pepperb & Mary-Claire Travers

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Diane Reay (2012) What would a socially just education system look like?: saving the minnows from the pike, Journal of Education Policy, 27:5, 587-599

“Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school
McGillicuddy, Deirdre ; Devine, Dympna

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Yeji Kim (2019) Global citizenship education in South Korea: ideologies, inequalities, and teacher voices, Globalisation, Societies and Education, 17:2, 177-193, DOI: 10.1080/14767724.2019.1642182

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Yeji Kim (2019) Global citizenship education in South Korea: ideologies, inequalities, and teacher voices, Globalisation, Societies and Education, 17:2, 177-193, DOI: 10.1080/14767724.2019.1642182

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The flow of higher qualified new teachers into challenging UK high schools (John Brown, 2013)

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The flow of higher qualified new teachers into challenging UK high schools (John Brown, 2013)

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John Brown (2015) The flow of higher qualified new teachers into
challenging UK high schools, Research Papers in Education, 30:3, 287-304, DOI:
10.1080/02671522.2014.908409

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Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School.

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Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School.

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Melhuish, Edward C et al., 2008. Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School. Journal of social issues, 64(1), pp.95–114.

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Bottiani, J.H., Bradshaw, C.P. & Mendelson, T. Inequality in Black and White High School Students’ Perceptions of School Support: An Examination of Race in Context. J Youth Adolescence 45, 1176–1191 (2016). https://doi.org/10.1007/s10964-015-0411-0

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Bottiani, J.H., Bradshaw, C.P. & Mendelson, T. Inequality in Black and White High School Students’ Perceptions of School Support: An Examination of Race in Context. J Youth Adolescence 45, 1176–1191 (2016). https://doi.org/10.1007/s10964-015-0411-0

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Mickelson RA. Education and the Struggle against Race, Class and Gender Inequality. Humanity & Society. 1987;11(4):440-464. doi: 10.1177/016059768701100403

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Hill Collins, Patricia & Bilge, Sirma, 2016. Intersectionality, Oxford: Polity Press.

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Hill Collins, Patricia & Bilge, Sirma, 2016. Intersectionality, Oxford: Polity Press.

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- Core theory of intersectionality as developed by Kimberle Crenshaw. Very useful for developing framework based around the impact of intersecting oppressions (within in broader society) and for critical reflection on how this is mirrored within the classroom.

Available on the UCL library!

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Supplementary education for BAME students due to the lack of feeling included in mainstream education

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Supplementary education for BAME students due to the lack of feeling included in mainstream education

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Myers, K. and Grosvenor, I. (2011) ‘Exploring supplementary education: margins, theories and methods’, History of Education, 40(4), pp. 501–520. doi: 10.1080/0046760X.2010.529835.

Social Mobility Commission (2016) Asian Muslims and black people do better in school, worse in work [Press Release]. 28 December. Available at: https://www.gov.uk/government/news/asian-muslims-and-black-people-do-better-in-school-worse-in-work (Accessed: 16 December 2020).

Strand, S. (2007) ‘Surveying the Views of Pupils Attending Supplementary Schools in England’, Educational Research, 49(1), pp. 1–19.

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- these few sources link mostly to aspects of English/reading (purely because that's my biggest interest) in terms of inequalities, but I've found them quite interesting and useful!

Allington, D., and McGill-Franzen-A. (2015) Why do poor students lag behind rich students in reading development? [ONLINE] Available at:
https://www.booksourcebanter.com/2015/05/08/reading-achievement-gap/

Hempel-Jorgensen, A., Cremin, T., Harris, D. and Chamberlain, L. (2017) ‘Understanding boys (dis)engagement with reading for pleasure: Project findings’, The Open University, Milton Keynes, UK.

Merga, M.K. (2017) ‘Becoming a reader: Significant social influences on avid book readers’, School Library Research, 20(1), 1-21.

Sullivan, A. & Brown, M. (2013). Social inequalities in cognitive scores at age 16: The role of reading. London: Centre for Longitudinal Studies.

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To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

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To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

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British Educational Research Journal
Vol. 43, No. 1, February 2017, pp. 29–48

Available via Google scholar

Authors:
Sally Elton-Chalcrafta, Vini Landerb, Lynn Revellc, Diane Warnera and Linda Whitworth

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Cultural Diversity Climate and Psychological Adjustment at School—Equality and Inclusion Versus Cultural Pluralism

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Cultural Diversity Climate and Psychological Adjustment at School—Equality and Inclusion Versus Cultural Pluralism

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Child Development, July/August 2016, Volume 87, Number 4, Pages 1175–1191

Available via Google scholar

Authors:
Maja K. Schachner
Peter Noack
Fons J. R. Van de Vijver
Katharina Eckstein

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Advancing Race and Ethnicity in Education - Race & Lander (2014).

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Advancing Race and Ethnicity in Education - Race & Lander (2014).

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Available at UCL library via book or to view online.

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An examination of imagery used to represent fundamental British values and British identity on primary school display boards - Moncrieffe & Moncrieffe 

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An examination of imagery used to represent fundamental British values and British identity on primary school display boards - Moncrieffe & Moncrieffe 

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https://www.scienceopen.com/document?vid=1b8897b2-5c18-467d-8f5e-f01f07c6377f

Select Download for PDF copy!