Para além de bindis, bhajis, bangles e bhangra Promover o multiculturalismo nas escolas primárias em locais britânicos predominantemente brancos
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
A educação do século XXI, enquanto poderoso meio de conhecimento, será possivelmente moldada pela ênfase que coloca na existência de salas de aula com consciência racial e multiculturais. O presente artigo baseia-se num estudo de doutoramento que explora uma área pouco investigada: experiências e compreensão do multiculturalismo em escolas primárias regulares situadas em locais predominantemente brancos do sudoeste de Inglaterra. O estudo foi sustentado por um quadro teórico sociocultural; os dados foram recolhidos através de entrevistas semi-estruturadas com os/as participantes adultos, atividades dos/as alunos/as na sala de aula e análise documental de exposições escolares. O artigo centra-se nos dados gerados pelas atividades dos/as alunos/as na sala de aula. Os resultados mostram diferenças no nível de conhecimentos e no acesso à educação multicultural entre os/as participantes que influenciaram significativamente as suas perceções do multiculturalismo. Os resultados do estudo revelaram duas ideias-chave. A primeira é o papel poderoso da educação multicultural no ensino e na aprendizagem, não só para aumentar a consciencialização cultural dos/as alunos/as em todas as comunidades, mas também para se tornar porta-voz da capacitação dos/as alunos/as das comunidades de minorias étnicas, promovendo um ambiente escolar equitativo de reconhecimento e aceitação para eles/as. Em segundo lugar, as conclusões iluminam o posicionamento racializado do poder que criou condições (não)democráticas que perpetuam (des)equilíbrios estruturais societais mais amplos no contexto sociocultural local específico.
##plugins.themes.bootstrap3.displayStats.downloads##
##plugins.themes.bootstrap3.article.details##
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os/as autores/as mantêm os direitos autorais, sem restrições, e concedem à revista ESC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional (CC BY-NC-SA). É permitido copiar, transformar e distribuir e adaptar o material em qualquer suporte ou formato, desde que com o devido reconhecimento da autoria e publicação inicial nesta revista, as alterações sejam identificadas e seja aplicada a mesma licença ao material derivado, não podendo ser usado para fins comerciais.
Como Citar
Referências
Ainscow, Mel (2016). Collaboration as a strategy for promoting equity in education: Possibilities and barriers. Journal of Professional Capital and Community, 1(2). https://doi.org/10.1108/JPCC-12-2015-0013
Ainscow, Mel (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Alarcão, Isabel (2013). Ways into teacher education: The case of Portugal. In Marvin F. Widen & Peter P. Grimmet (Eds.), Changing times in teacher education (pp. 79–88). Falmer Press. https://doi.org/10.4324/9780203046319
Alladina, Safder, & Edwards, Viv (Eds.). (1991). Multilingualism in the British Isles: The older mother tongues and Europe (Vol. 1). Longman Publishing Group.
Antonsich, Marco (2016). Interculturalism versus multiculturalism: The Cantle-Modood debate. Ethnicities, 16(3), 470–493. https://doi.org/10.1177/1468796815604558
Arday, Jason, & Mirza, Heidi S. (Eds.). (2018). Dismantling race in higher education: Racism, whiteness and decolonising the academy (Vol. 8). Palgrave Macmillan.
Bagchi, Suparna (2024). The experiences and understanding of multiculturalism in mainstream primary schools in Southwest England [Unpublished doctoral dissertation]. University of Plymouth.
Banks, James A. (1993). Multicultural education: Development, dimensions, and challenges. The Phi Delta Kappan, 75(1), 22–28. http://www.jstor.org/stable/20405019
Banks, James A. (2012). Ethnic studies, citizenship education, and the public good. Intercultural Education, 23(6), 467–473. https://doi.org/10.1080/14675986.2012.745986
Bhopal, Kalwant (2014). Race, rurality and representation: Black and minority ethnic mothers’ experiences of their children’s education in rural primary schools in England, UK. Gender and Education, 26(5), 490–504. https://doi.org/10.1080/09540253.2014.935301
Bhopal, Kalwant (2018). White privilege: The myth of a post-racial society. Policy Press. https://doi.org/10.2307/j.ctt22h6r81
Bonnett, Alastair, & Carrington, Bruce (1996). Constructions of anti-racist education in Britain and Canada. Comparative Education, 32(3), 271–288. https://doi.org/10.1080/03050069628713
Braun, Virginia, & Clarke, Victoria (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, Virginia, & Clarke, Victoria (2021). Thematic analysis: A practical guide. SAGE.
Brederode-Santos, Maria Emília (2004). Education for democracy: A developmental approach to teacher education. Boston University School of Education.
British Educational Research Association. (2024). Ethical guidelines for educational research (5th ed.). https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024
Cantle, Ted (2018). Community cohesion: A new framework for race and diversity (2nd ed.). Palgrave Macmillan.
Clark, Alison, & Moss, Peter (2011). Listening to young children: The mosaic approach. National Children’s Bureau.
Creswell, John W., & Creswell, David (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
Department for Education. (2015). The national curriculum in England: Key stages 1 and 2 framework document. https://assets.publishing.service.gov.uk/media/5a81a9abe5274a2e8ab55319/PRIMARY_national_curriculum.pdf
Doharty, Nadena (2019). ‘I FELT DEAD’: Applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History. Race Ethnicity and Education, 22(1), 110–129. https://doi.org/10.1080/13613324.2017.1417253
Doyle, Walter (1992). Constructing curriculum in the classroom. In Fritz K. Oser, Andreas Dick, & Jean-Luc Patry (Eds.), Effective and responsible teaching: The new syntheses (66–79). Jossey-Bass.
Fishman, R. M. (2019). Democratic practice: Origins of the Iberian divide in political inclusion. Oxford University Press.
Flintoff, Anne, Dowling, Fiona, & Fitzgerald, Hayley (2014). Working through whiteness, race and (anti) racism in physical education teacher education. Physical Education and Sport Pedagogy, 20(5), 559–570. https://doi.org/10.1080/17408989.2014.962017
Florian, Lani (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7–8), 691–704. https://doi.org/10.1080/13603116.2019.1622801
Gerring, John (2004). What is a case study and what is it good for? American Political Science Review, 98(2), 341–354. https://doi.org/10.1017/S0003055404001182
Gillborn, David (2013). The policy of inequity: Using CRT to unmask white supremacy in education policy. In Marvin Lynn & Adrienne D. Dixson (Eds.), Handbook of critical race theory in education (pp. 149–159). Routledge.
Gillborn, David, Rollock, Nicola, Warmington, Paul, & Demack, Sean (2016). Race, racism and education: Inequality, resilience and reform in policy. University of Birmingham.
GOV.UK. (2024). The national curriculum. https://www.gov.uk/national-curriculum#:~:text=The%20national%20curriculum%20is%20a,should%20reach%20in%20each%20subject
Holland, Dorothy, Lachicotte Jr, William, Skinner, Debra, & Cain, Carole (1998). Agency and identity in cultural worlds. Harvard.
Johansson, Thomas R. (2024). In defence of multiculturalism: Theoretical challenges. International Review of Sociology, 34(1), 75–89. https://doi.org/10.1080/03906701.2022.2045141
Joseph-Salisbury, Remi (2020). Race and racism in English secondary schools. Runnymede Perspectives.
Lea, Virginia, & Sims, Erma J. (Eds.). (2008). Undoing whiteness in the classroom: Critical educultural teaching approaches for social justice activism. Peter Lang.
Ladson-Billings, Gloria (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
Luhmann, Niklas (2012). Theory of society, Volume 1. Stanford University Press.
Macleod, Gale, MacAllister, James, & Pirrie, Anne (2012). Towards a broader understanding of authority in student-teacher relationships. Oxford Review of Education, 38(4), 493–508. https://doi.org/10.1080/03054985.2012.716006
Manke, Mary (1997). Classroom power relations: Understanding student-teacher interaction. Routledge.
Manuel, Paul C. (2010). Portuguese exceptionalism and the return to Europe: The 25 April, 1974 coup and democratization (1974–2010). In Laura Ferreira-Pereira (Ed.), Portugal in the European Union: Assessing twenty-five years of integration experience (Chapter 1). Routledge.
Mason, Andrew (2018). The critique of multiculturalism in Britain: Integration, separation and shared identification. Critical Review of International Social and Political Philosophy, 21(1), 22–45. https://doi.org/10.1080/13698230.2017.1398444
Mason, Jennifer (2017). Qualitative researching (3rd ed.). SAGE.
Meer, Nasar (2010). Citizenship, identity and the politics of multiculturalism: The rise of Muslim consciousness. Palgrave Macmillan.
Mercer, Neil (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80(1), pp.1–14. https://doi.org/10.1348/000709909X479853
Modood, Tariq (2004). Capitals, ethnic identity and educational qualifications. Cultural Trends, 13(2), 87–105. https://doi.org/10.1080/0954896042000267170
Modood, Tariq (2007). Multiculturalism: A civic idea. Cambridge: Polity Press.
Modood, Tariq (2014). Multiculturalism and integration. In Richard Race & Vini Lander (Eds.), Advancing race and ethnicity in education (pp. 145–161). Palgrave Macmillan.
Moncrieffe, Marlon, Race, Richard, & Harris, Rebecca (2020) Decolonising the curriculum. Research Intelligence, 142, p. 9. https://www.bera.ac.uk/publication/spring-2020
Nasir, Na’ilah, & Hand, Victoria M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475. https://doi.org/10.3102/00346543076004449
Niemi, Pia-Maria, Kuusisto, Arniika, & Kallioniemi, Arto (2014). Discussing school celebrations from an intercultural perspective–a study in the Finnish context. Intercultural Education, 25(4), 255–268. https://doi.org/10.1080/14675986.2014.926143
Nilsen, Sven (2010). Moving towards an educational policy for inclusion? Main reform stages in the development of the Norwegian unitary school system. International Journal of Inclusive Education, 14(5), 479–497. https://doi.org/10.1080/13603110802632217
Office for National Statistics. (2022). Ethnic group, England and Wales: Census 2021. https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/ethnicity/bulletins/ethnicgroupenglandandwales/census2021#cite-this-statistical-bulletin
Palinkas, Lawrence, Horwitz, Sarah M., Green, Carla A., Wisdom, Jennifer P., Duan, Naihua, & Hoagwood, Kimberly (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533–544. https://link.springer.com/article/10.1007/s10488-013-0528-y
Parsons, Carl (2009). Strategic alternatives to exclusion from school. Trentham Books.
Picower, Bree (2009). The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197–215. https://doi.org/10.1080/13613320902995475
Picower, Bree (2012a). Teacher activism: Enacting a vision for social justice. Equity & Excellence in Education, 45(4), 561–574. https://psycnet.apa.org/doi/10.1080/10665684.2012.717848
Picower, Bree (2012b). Practice what you teach: Social justice education in the classroom and the streets. Routledge. http://dx.doi.org/10.4324/9780203118252
Plowright, David (2011). Using mixed methods: Frameworks for an integrated methodology. SAGE.
Qvortrup, Ane, & Qvortrup, Lars (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), pp.803–817. https://doi.org/10.1080/13603116.2017.1412506
Race, Richard (2014). The multicultural dilemma, the integrationist consensus and the consequences for advancing race and ethnicity within education. In Richard Race & Vini Lander (Eds.), Advancing race and ethnicity in education (pp. 210–229). Palgrave Macmillan. http://dx.doi.org/10.1057/9781137274762_14
Rezola, Maria Inácia (2022). The role of Sá Carneiro in the building of the Portuguese democracy: Memory (ies) of the agents of change through the press. Historia y Política, 48, 143–172. https://doi.org/10.18042/hp.48.06
Rogoff, Barbara (2003). The cultural nature of human development. Oxford University Press.
Sanahuja, Aida, Moliner, Odet, & Moliner, Lidón (2020). Inclusive and democratic practices in primary school classrooms: A multiple case study in Spain. Educational Research, 62(1), 111–127. https://doi.org/10.1080/00131881.2020.1716631
Schuelka, Matthew J. (2018). Implementing inclusive education. UK Department for International Development.
Skelton, Martin, Wigford, Andrew, Harper, Pam, & Reeves, Graham (2002). Beyond food, festivals, and flags. Educational Leadership, 60(2), 52–55.
Sleeter, Christine E., Neal, La Vonne I., & Kumashiro, Kevin K. (Eds.). (2014). Diversifying the teacher workforce. Routledge.
Smith, Heather J. (2021). Britishness and ‘the outsider within’: Tracing manifestations of racist nativism in education policy in England. PRISM: Casting New Light on Learning, Theory and Practice, 3(2), 62–79. https://doi.org/10.24377/prism.ljmu.0302209
Smith, Heather, & Lander, Vini (2023). Finding ‘pockets of possibility’ for anti‐racism in a curriculum for student teachers: From absence to action. The Curriculum Journal, 34(1), 22–42. https://doi.org/10.1002/curj.177
Solorzano, Daniel, & Yosso, Tara (2001). From racial stereotyping and deficit discourse toward a critical race theory of teacher education. Multicultural Education, 9(1), 2–8. https://eric.ed.gov/?id=EJ634009
Stoer, Stephen R. (1983). The April revolution and the contribution of education to changing Portuguese realities. Open University (United Kingdom). https://doi.org/10.21954/ou.ro.0000d61b
The Swann Report. (1985). Education for all: Report of the committee of enquiry into the education of children from ethnic minority groups. Her Majesty’s Stationery Office. http://www.educationengland.org.uk/documents/swann/swann1985.html
Tomlinson, Sally (2012). Teacher education for a multicultural Britain. In Maurice Craft (Ed.), Teacher education in plural societies: An international review (pp. 27–44). Routledge.
Tomlinson, Sally (2019). Education and race from empire to Brexit. Policy Press. https://doi.org/10.2307/j.ctvdtpj4v
Tomlinson, Sally (2023). Agnotology and a monstrous ignorance: Race and curriculum policy in England. Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM), 2(1), 9–22. https://doi.org/10.3224/zem.v2i1.02
Troyna, Barry, & Edwards, Viv (1993). The educational needs of a multiracial society. Centre for Research in Ethnic Relations, University of Warwick.
UN Convention on the Rights of the Child. (1990). A summary of the UN Convention on the Rights of the Child. UNICEF United Kingdom. https://www.unicef.org.uk/wp-content/uploads/2019/10/UNCRC_summary-1_1.pdf
UNESCO. (1994). The Salamanca Statement and framework for action on special needs education. UNESDOC. https://unesdoc.unesco.org/ark:/48223/pf0000098427
Vygotsky, Lev S. (1986). Thought and language (A. Kozulin, Trans.). MIT Press. (Original work published 1934)
Williamson, Emma, Goodenough, Trudy, Kent, Julie, & Ashcroft, Richard (2005). Conducting research with children: The limits of confidentiality and child protection protocols. Children & Society, 19(5), 397–409. https://doi.org/10.1002/chi.852
Yin, Robert K. (2013). Validity and generalization in future case study evaluations. Evaluation, 19(3), 321–332. https://doi.org/10.1177/1356389013497081