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Swann (1985) Notes on the text
Part I: Setting the scene
Part II: Education for all
Part III: Major areas of concern
Part IV: 'Other' ethnic minority groups
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The Swann Report (1985)
Education for all Report of the Committee of Enquiry into the Education of Children from Ethnic Minority Groups Chairman: Lord Swann Cmnd. 9453 London: Her Majesty's Stationery Office 1985
Chapter 5 Multicultural education: further research studies (continued) Annex D: A report of visits to schools with few or no ethnic minority pupils
1. The project set out to ascertain the extent to which a small sample of schools with few or no ethnic minority pupils were responding to the need to prepare all pupils for life in multiracial Britain. Consideration was to be given to the appropriateness of curriculum content, its presentation and the attitudes conveyed by teachers, textbooks, visual and auditory aids. It was also hoped to assess among the local community, the pupils and teachers, the nature, degree and origins of prejudice, and to identify reinforcing or modifying agencies. 2. During the winter of 1982/83 thirteen schools situated in three LEAs were visited. All three LEAs were County Councils; LEAs X and Z were largely rural authorities with few if any ethnic minority children whilst LEA Y had more mixed areas and some ethnic minority children in a number of schools. The schools were chosen from a short list provided by each of the LEAs and were selected to be representative of the full 5-18 age range and to include both county and voluntary schools. The wide range covered by the variety of types of school enabled impressions to be gathered on the earlier stages of prejudice and discrimination and their subsequent reinforcement or modification by natural or contrived processes over a considerable age span. Two full days were spent in each secondary school and one full day in each primary school. 3. On completion of the visits, arrangements were made to acquaint the LEAs concerned with the findings and to discuss with them the wider issues of multicultural education. Notes of these meetings are attached as an appendix to this report. 4. The notes which follow are not intended to portray a complete picture of the schools visited neither do they seek to pass judgement on them or their respective staffs. Indeed tribute must be paid to all of the Headteachers, teachers, pupils, governors and ancillary workers whom I met for their willingness to discuss their work. School XI 1. School XI is a medium sized infants school in a market town., It is organised into a Reception Unit, and two parallel vertical groups operating in linked units. As a training unit for NNEB students the staff is augmented by at least one other adult. It receives senior pupils from a local secondary school on work experience programmes, and has a regular rota of parental assistance. The adult community of the school is almost exclusively female. The school is situated in a large post-war housing development, but draws its pupils from beyond the town boundaries, including a large over-wintering caravan site for Travellers and Gypsies. There are seven Travellers' children currently on roll. Some will remain over the winter months, but others may leave at short notice. The school has been adopted by the non-Catholic Travellers as 'their' school, to which the children are brought by private transport. 2. The Head's stated philosophy includes: 'Within all our work we try to help children to develop a good self-image, to be considerate and caring in their relationships, to grow in self-awareness, to develop an awareness of the needs of others, to be happy in school and contribute to its well-being in so far as they can'. These objectives are fully in concord with the principles of multicultural education, and it is probably not unfair to say that in part they reflect a response to the special needs of minority group children, Travellers and handicapped, within the school community, into which the Head and other teachers have been involved in extensive study. 3. The curriculum follows traditional lines, but it is noteworthy that in recently changing the reading syllabus, the staff had sought a basic scheme that would help to 'broaden the children's horizons'. They settled for 'Reading 360' (Ginn) that introduced naturally children and adults of other ethnic groups. Some of their back-up readers extend this experience, and the 'Terraced House Books' series (Methuen) in which the text are illustrated by colour photographs, often of ethnic minority people living and working in this country, indirectly stress the similarities rather than the differences among them. Nevertheless, the majority of the other reading and library books reflect traditional Anglocentric values and attitudes. 4. During the visit the older pupils were seen rehearsing the school's annual Nativity Play. Most knew that it was set in Bethlehem, but had little realisation of where that was. The general impression seemed to be that it was probably somewhere in the South of England. On the surface it appeared that an opportunity to introduce its multicultural aspects had been neglected, but this might also be alleged of its religious significance. The part of Joseph was played by a lively, outgoing boy from the Travellers' winter settlement and it was clear that the other children displayed no unhealthy emotions towards him. Another, more withdrawn, Travelling pupil, told me that his only real friend was another Traveller, and that sometimes the others called him names - 'Fat Harry' (he was quite slim). The impression gained was that this was a reaction to this child's somewhat serious and withdrawn personality, possibly inculcated by an unsettled nomadic existence often in more hostile environments, rather than a response to the Travelling children in general. 5. The Head referred to their secure, close-knit social background and averred that as a relatively settled community the Travellers suffered much less from prejudice and discrimination locally than in other places. Because of the relationships built up over twelve years, the Traveller parents were less prejudiced and suspicious towards the teachers. They showed a genuine interest in the school, supported its activities, and ensured that their children were clean, well-dressed, well-spoken and respectful at all times. Easy, friendly relationships had been established between the local and the travelling mothers, and also between their children, although these friendships were apparently limited to school hours. The local children exhibited no hostility towards the Travelling children, each of whom was accepted on a purely personal basis. Sensitive enquiries failed to reveal negative stereotypes on either side. This applied equally to ethnic minorities, although it was apparent that their knowledge of them was very limited. 6. I took with me some Indian infant school story books written in English, and read stories to small groups of children, showing them the illustrations as the stories developed, Subsequent questioning revealed that they were virtually oblivious of the fact that the names, clothing and scenes were unmistakably Indian. It was the characters and their reactions to universal situations with which the children readily identified that held their attention, illustrating that at this virtually 'colour blind' stage they were perceiving similarities, not differences. 7. The teachers' attitudes towards minority children had been modified over a four-year period when they had had within the school a pupil suffering from terminal cystic fibrosis. They had been greatly exercised in ensuring that the other children, and they themselves, developed positive and helpful attitudes not only to him, but to others who were different from or less fortunate than themselves. I was able to talk to this child's mother, a helper in the school, who spoke feelingly about the hurtful comments of one or two children that had tended to undermine her son's self-image and self-confidence, and the distressing irrational attitudes of some adults towards herself because of his illness. 8. All the teachers were currently attending in-service courses on different aspects of education. Several had followed courses on handicapped pupils and Travelling children. Course attendance generally reflected a personal concern with practical aspects of their everyday work, into which the concept of multiracial education had not yet directly entered. Like many other teachers in all-white areas their preoccupation with immediate problems or difficulties appeared to minimise the relevance to them of the principles of multicultural education. Two of the young teachers had received their initial training at colleges in which multicultural education was offered as an option which neither had taken up. Nevertheless they had both undertaken teaching practices in multiracial schools and their attitudes appeared to be more sympathetic to multicultural principles than some other teachers. 9. The overall impression of the school was one of a warm, friendly caring community with a conscientious staff dedicated to the social, emotional and educational development of all its pupils, respecting individual differences, fostering positive self-images and inculcating an awareness of the needs of others and positive responses towards them. Racial and cultural stereotypes, prejudice and discrimination are absent from the experience of its pupils, and the school's general philosophy, sense of direction and aura would seem to safeguard their exclusion. Its only deficiency would appear to rest in its failure to portray realistically and accurately, especially in its reading material, its visuals and curriculum content, the multicultural complexity of modern society. School X2 1. School X2, a large coeducational comprehensive school formed recently by the amalgamation of two single sex secondary modern schools, is situated in a former textile manufacturing town where poverty and deprivation are almost unknown. The working people seldom leave the area, and the conservative 'locals', do not easily accept 'off-comers'. This tends to isolate the teachers socially from the majority of parents. There are virtually no ethnic or foreign national-minorities and, I was informed, stereotypes, prejudice, and even racist attitudes are inherent, especially among the lower socio-economic groups. 2. Few of the teachers are local and several have taught in multiracial schools or in multiracial areas. Predictably, their major preoccupation focuses on creating and developing a dynamic, supportive and caring ethos and learning environment in which to promote the effective academic, intellectual, personal and social development of their pupils. They see this as necessitating a concentration, in the first instance, on the perceived, immediate needs of the pupils and the expectations of the local community, limited though these may be. Considerations like multicultural education are seen as probably important but not immediately germane to the present situation. 3. The curriculum is based on an amalgam of those of the previous schools with additions to cater for the more able pupils, and is under constant review and modification. A number of Department heads assured me that when future curriculum change was implemented they would endeavour to embrace the principles of multicultural education. They were prepared to accept change from that direction, and some went further to suggest that a national statement (not a directive) on multicultural education from the DES would be welcomed. Religious education 4. This subject aims to help pupils recognise and develop personal attitudes, and consider some of the deeper aspects of human experience. For third year pupils it concentrates on comparative religion and involves study of world religions other than Christianity, but in particular Buddhism, Islam, Hinduism and Sikhism. These religions and Judaism are also introduced in the first and second year syllabuses. The staff conceded the indifference of all pupils beyond the first year to the study of religion, whether Christianity or other faiths. The pupils, mostly lacking in faith themselves and without the benefit of family or community religious commitment and tradition, fail to see its relevance either now or in their future lives. Their most positive response is to the study of the lives of religious heroes and martyrs that include Mother Theresa, Martin Luther King and Dietrich Bonnhoeffer. It became apparent that in the main the syllabus related more to the history and philosophy of religions, rather than to their practice and traditions, aspects in which older pupils expressed keen interest. 5. It may, or may not, be significant that none of the RE teachers had ever been visited by, or even met, a specialist RE adviser or HMI. Two of the three had not even received the benefit of a study of comparative religions in their initial training. That RE teachers in this school are totally dependent on their own initiatives and enthusiasm to develop their professional skills and their syllabuses in what must be recognised as a dramatically changing situation is to be greatly deplored and reflects badly on initial and in-service education, and on their LEAs advisory service. English 6. The Head of English fully accepts the importance of the principles of multicultural education but concedes that they feature only incidentally, if at all, in current English syllabuses. Further, he places them at low priority bearing in mind a primary commitment to building up a strong Department, and a personal conviction that since the majority of pupils will never leave their immediate monocultural environment, developing positive attitudes towards ethnic or cultural minorities is irrelevant to their needs. 7. While unable or unwilling to initiate curriculum change within his subject area, he nevertheless acknowledges that change is occurring, largely in multicultural schools and areas, and would happily follow a national lead, particularly if this was implemented through external examination syllabuses. In discussing examination prescribed or suggested literary texts he emphasised the great popularity of such works as 'To Kill a Mocking Bird', 'Kes', 'Cider with Rosie' and 'Spring and Port Wine', and the utter rejection of others, of which 'Pygmalion' stood out. 'To Kill a Mocking Bird' had provided a vehicle for open discussion of some racial issues, and it was interesting to learn that after heart-searching discussion the word 'Wogs' and other derogatory racial innuendoes had been expunged from a school performance of 'Zigger Zagger'. On accent and dialect he had noted that while pupils had commented in scornful amusement at West Indian dialects, they were equally, if not more scornful of, other English regional dialects. 8. Although the school has a very well-stocked library, it contains very few books about ethnic minorities, and those reflected a dated Anglocentric view. Many of the books about other countries suffer from a similar stance and oversimplification, very often in terms of want, underdevelopment, and other negative features. The librarian confessed she had never considered the need for the library to reflect the multiracial constitution of contemporary British society, nor had anyone suggested such a need. History 9. A traditional approach was the basis of the curriculum, starting with a study of ancient Western civilisation and following a largely chronological development interspersed with wide range 'patch' topics and drawing on a wealth of local historical associations. The fourth and fifth year pupils followed predictable CSE and GCE O Level courses in English and European history, but notable exceptions were a CSE course in 20th Century World History and a joint 16+ GCE/CSE course where the school had opted for a study of Communist China. It was surprising that in a major subject inspection by LEA advisers last year, no mention had been made about multiracial considerations, and no observations passed about a very Anglocentric third year study of the British Empire. The Head of Department confessed that he had never thought about the implications of such an approach, and was visibly disturbed about its possible impact on the pupils in the development of their attitudes. Following the inspection, the school had introduced into the third year syllabus a short study of Parliament and democracy, and in this context it was possible if only superficially, to refer to policies on immigration, race relations and kindred issues. Geography 10. Only a brief discussion was possible with one member of the Department. She claimed that the Department followed courses that, in looking at other countries, endeavoured to depict a balanced view. Nevertheless, it appeared that in considering primarily the economies of the 'third world' countries, the overall impression conveyed to pupils might be one of total underdevelopment and deprivation. 11. It is perhaps appropriate at this juncture to record that the school had links with the United Nations Association, of which the Head is local Secretary, the Council for Education in World Citizenship, UNICEF and other charitable organisations that, in order to evoke an emotional, fund-raising response, depict a one-sided aspect of other nations and cultures thereby establishing and reinforcing negative stereotypes. Several of the teachers I spoke to were aware of the potential dangers of a proliferation of such propaganda. Sixth form 12. The school maintains an open sixth form divided fairly evenly between O Level resits or upgradings, first year A Level and second-year A Level groups (for which there is a surprisingly wide choice of subjects). Bearing in mind the secondary modern origins, this is not an academic or balanced sixth form. 13. I had the opportunity of conducting a seminar for the Upper Sixth and posed the question: 'Has your school education adequately equipped you for adult life?' The quality of discussion was high, and the easy dialogue between boys and girls who up to three years ago were completely segregated, was impressive. The discussion was of necessity discursive, but certain of the pupils' concerns came quickly to the fore. These included a strong feeling that their religious education had been boring and irrelevant. It emerged that had it embraced a consideration of life's great issues and a review of the ways in which different world religions approached them, and study of the practice of other religions, including the many different Christian Sects however extreme, they would have been much happier to accept its compulsory status. The impression was strongly received that they were interested in the beliefs and religious observances of ethnic minority groups in this country as part of a process of understanding and accepting them into a plural society. 14. A very interesting discussion arose from the comment of one perceptive pupil who complained that in A Level courses, especially history, she had had to revise the attitudes and values, even some of the facts, that had been implanted throughout the preceding five years in courses leading up to O Level. In effect, although they were unable to articulate the fact, it emerged that a narrow Anglocentric view of the world and its history had been presented to them through textbooks, teachers and examination courses which they had accepted unquestioningly. Only now, when they were being encouraged to question and challenge all statements and attitudes, had they come to realise that they had been indoctrinated with an outdated, insular, often indefensible set of values and attitudes. That they had been forced to reject many of these values and attitudes implied, if not a rejection, as least a suspicion of all they had been taught. What disturbed them most of all was the thought that while they, representing less than 10 per cent of the year group were in the fortunate position of being able to modify implanted attitudes and values, more than 90 per cent had left school believing implicitly in them, and with little incentive or opportunity to have their opinions altered. A further bone of contention was the fact that they felt that education had denied them access to political ideas, and that they would probably leave school politically illiterate and comparatively easy prey to the first political pressure group that confronted them. 15. The discussion was led towards a consideration of the ethnic minorities in this country, and the general feeling towards them was one of sympathy for their disadvantages and a strong desire to know more about them, their cultures and traditions in the hope of establishing a mutually tolerant plural society. They all expected to meet members of ethnic minority groups, and felt that knowledge would help them to forge sound relationships. Ethnic minority pupils 16. I was able to talk briefly to four ethnic minority pupils, from Africa, Pakistan, Hong Kong and the Caribbean. On the whole they felt they were not discriminated against in any way, although the Caribbean boy admitted that very rarely he had had remarks about his dark colour, to which he had retorted with comments about the physical attributes of his revilers, which effectively terminated the encounters. He seemed quite amused by it. The African girl, a six foot tall, seventeen year old, had been the recipient of a number of hurtful remarks, but these had all been about her height, not her colour. They all stressed how happy they were in the school and with their total acceptance by their peers. The second Deputy Head of the school informed me that one of the white pupils had been beaten up, on a visit to a multiracial area, by a small gang of coloured youths. His reaction had been that the colour was coincidental, and that he might equally have received the same treatment from white youths. The experience had not appeared to evoke in him any form of racial reaction. Conclusion 17. The overriding general impression was one of a recently-created organism struggling for survival and recognition, and that until these had been assured in terms of artificial criteria imposed by an insular, cautious community unconvinced as yet of the need for any change, causes such as multicultural education had little hope of recognition save by the initiatives and commitment of dedicated, individual teachers. School X3 1. This medium sized coeducational comprehensive school is situated in a small market town, the economy of which is closely linked with agriculture and associated services. Although most of the teachers move into the area from distant parts, it appears that they quickly adopt the local lifestyle and attitudes, and accept as normal the restricted horizons. Unemployment is well below the national average and most of the school leavers find work locally. 2. The intake year (11+) is broad-banded into 3 parallel upper-ability forms and 2 lower, and operates as a self-contained community in a unit that physically reflects the informal, often very small primary schools from which the pupils are drawn. The lower school follows a traditional curriculum, with only the more able pupils taking French, the only modern language. In years 4 and 5 all pupils must take English, mathematics, geography and religious education, and 5 options from a range of GCE O Level, CSE and non-examination subjects. The sixth form, at present numbering 50 pupils, offers a small range of subjects to A Level as well as O Level resits or CSE conversions. English 3. The Head of English has attempted through careful selection of literary studies to extend the pupils' knowledge and experience beyond their immediate environment. Among fairly recent introductions, 'The Friends', 'My Mate Shofiq', 'To Kill a Mockingbird' and 'Walkabout' for example, have provided opportunities for the discussion of multiracial issues in the context of shared experiences. Pupils' responses are reported to reveal sensitivity, empathy and real understanding. Racist works like 'The Splendid Journey' are also studied, though to a lesser degree, to enable pupils to recognise negative stereotyping and racial prejudice and to review their own values and attitudes. The Head of English felt that the girls have more firmly rooted racist attitudes than the boys, and that with both sexes these were more strongly directed towards Indians and Pakistanis, than towards West Indians or Africans. He considered that television exposure, especially in entertainment and sport, had made the latter appear more conformist, more 'human', and therefore more desirable as friends and heroes. He believed that the children are sufficiently sensitive and receptive to be able easily to modify their 'feelings' whenever they are able to meet ethnic minority peers. Geography 4. The Geography department is committed to a global approach to the subject. The O Level course followed is based on world themes, and the CSE course a series of concentric studies viewed from a British Isles, EEC, then world perspective. They are aware that reference to Empire or Commonwealth evokes uninformed racist responses and therefore make no reference to them. History 5. The Head of History did not appear to comprehend the implications of an approach that was fairly traditional and directly geared to O Level British Social and Economic History. Only in the third year do pupils look beyond imperial horizons when they study exploration and discovery, but even this appears to be dominated by Western European attitudes. Bemoaning the dullness and irrelevance of most textbooks, the Head of History averred that neither he nor his staff had the necessary training, knowledge or experience to incorporate say African and Asian history into the syllabuses. After ten years of teaching in the school he was aware that many pupils have racial prejudices, although he believed that these were now fewer and less firmly held. Religious education 6. Religious education, which does not appear to have any serious tradition in the school, is now taught by a newly-qualified teacher. During her one-year professional course she had taken an optional course on multicultural education. Although she has not yet introduced a new syllabus she has already brought in a consideration of other faiths. She reiterated concern about the inward-looking propensity of the pupils, and saw this reflected in their reluctance to learn about other faiths. She had been concerned about what appeared to be strong prejudice against Jews, but soon realised that this was based on folk mythology and was a superficial and easily modified attitude. She had also experienced strongly held sex roles. Attitudes 7. A chemistry teacher had found in his General Studies (4th and 5th year) lessons what he referred to as a pronounced 'nigger-hating' attitude. He felt that television contributed to this situation, and wondered if National Front publicity might have been another factor. 8. Discussions with other teachers reinforced the impression that in this insular community with its inherent stereotyping and antipathy towards all other unfamiliar groups or individuals, racial prejudice is perhaps no stronger than other forms. Its retention of traditional sex roles that undervalue and tend to undermine the credibility of female professionals, even doctors, and inhibit the academic and intellectual aspirations and expectations of girls, further reflects its introspective disposition. Discussions with pupils 9. Seminars with groups of pupils elicited a number of significant factors which were confirmed by further discussion with teachers. It became apparent that the higher ability classes embraced most of the children of mobile, professional and managerial home backgrounds with first-hand experience, and consequently more informed impressions, of ethnic minorities. Many of these were able to cite former close Asian or Caribbean friends. On the whole, however, their attitudes appeared little different from those of the children with only limited, local experience, who avowed that race and colour were of less significance than personality, interests and activities in choosing friends or accepting others socially. Many were able to name black people they particularly admired and respected, almost exclusively in the spheres of entertainment, sport and athletics, though they all conceded that ethnic minority people were capable of success in all other fields of human endeavour and achievement. 10. Some of the first year pupils confessed to having been admonished at home for referring to 'nigger' or 'blackies', although one girl conceded that her father was not above using similar terms himself. Fifth and sixth year pupils owned to some racial stereotypes and prejudices, but freely acknowledged that these were irrational and would probably alter on acquaintance. Some appeared to be conforming with assumed peer-group attitudes, and it was sensed that their true feelings were much more neutral, if not more positive, than they would admit, All the pupils believed that they were less prejudiced on racial issues than their parents and grandparents, and stressed that they respected others on the basis of personal qualities. They all felt that in adult life they would be likely to work and seek their recreation alongside ethnic minority people, and would like school to prepare them for this by informing them in some depth about their cultural backgrounds. 11. Opportunities arose to discuss prejudice and racial attitudes with adults associated with the school community. A parent, by profession a nurse but currently working outside nursing maintained that hospital work had helped her to develop positive racial attitudes, but that her husband, without benefit of such experience, held deep-rooted prejudices that neither reason nor persuasion could undermine. She believed that her two daughters shared her attitudes, but considered that the local community was subconsciously apathetic to racial and other minorities both within and beyond their experience. She felt that television and the national press fed this reaction. The school caretaker has enlightened views on race which, he admits, are not common within the area. He confessed to a degree of culture shock when, on a first visit to one urban area, he saw for the first time, coloured people in large numbers. His attitudes have been considerably modified by feelings of gratitude and respect for Asian hospital doctors who, he believes, saved the lives of his wife and one of his children. He likened local prejudices and attitudes towards racial minorities to the local ambivalence towards gypsies where, despite the consciously-modified behaviour of the travelling people, traditional stereotyping still persists. This focuses on attributes of dirt, noise, nuisance, brawling, stealing, cheating, poaching and trespassing, illogically based on folklore despite their contradiction by contemporary experience. 12. The school secretary was not native to the area, although she had lived there for many years. She asserted an adherence to Christian principles, pre-eminent among which was respect for others, whatever their background. Nevertheless, she had felt some racial resentment some years ago when her daughter, after teaching for two years in a multiracial school, had suffered a total nervous breakdown in attempting to meet the needs and demands of ethnic minority children. She now concedes that the causes may have resided in her daughter, or other agencies, rather than in the pupils, and that the racial attitudes evoked were probably ill-founded and certainly irrational. Like other adults interviewed, she believes that prejudice of all types exists throughout the insular local community, and that most of the racial stereotypes and attitudes held stem from unsympathetic media treatment of ethnic minorities in this country. 13. The chairman of the school governors, whose attitude towards ethnic minorities is strongly influenced by war-time experience, insists that the malaise of modern society stems principally from the collapse of the family structure with its integral discipline and mutual respect, features that he recognises still persist among some ethnic minorities. He believes that colour and race present few direct problems for society; that if social values are restored and economic injustices removed many of the so-called race issues will disappear. While having little comment on the cause of multicultural education, he is convinced that racial attitudes will be enhanced by the employment of more ethnic minority teachers, whom he would be pleased to appoint to the staff of this school. Conclusion 14. Many of the principles of multicultural education are honoured, albeit indirectly, within the school's general philosophy and practices, and most of the teachers are in total sympathy with those principles. However, they lack awareness of the full range of issues implicit in preparing pupils for life in a multicultural society, and in many cases they are not entirely convinced of their relevance for the pupils of this school. National exhortations appear to have little influence, possibly because of a tendency to presume that multicultural considerations are the concern of multiracial schools alone. School X4 1. This medium sized coeducational comprehensive school is situated close to towns with long coal-mining traditions. Its physical location distant from sizeable shopping and cultural centres enforces an isolation and insularity that is reflected in local attitudes and lifestyles. Unemployment affects 15 per cent of the population, but this figure disguises the relatively high proportion of unemployed school leavers most of whose only resort is to youth opportunity and work creation schemes. For several generations there has been a steady immigration from Ireland which has been accepted as natural and created few difficulties, similarity of lifestyles oiling the process of integration. That this is so is reflected in the occasionally expressed allegation that coloured people are taking 'our jobs', never in terms of Irish or other white immigrants. 2. The teaching staff has been recruited nationally and consists of many who have taught in multiracial schools and are sympathetic to the principles of multicultural education. Predominantly working class, the parents have only minimal educational experience themselves and little understanding of the nature and values of education except as a route towards future employment. The school and parents were highly satisfied with last year's (the first comprehensive) O Level results, and are strongly supportive of each other within the community. Few ethnic minority pupils are admitted, and the occasional Chinese, Vietnamese and Polish children recently experienced were warmly welcomed, not least for their novelty interest. 3. The school's educational welfare office with whom I spoke referred to particularly strong inter-estate rivalry and prejudice, and felt that this was more strongly-felt and deeply-rooted than a latent racial prejudice that ignorantly lumps together all coloured peoples into a stereotyped 'Packy' on the basis of representations in television programmes like 'Grange Hill' and occasional encounters with obsequious itinerant market traders completely unrepresentative of their Indian cultural backgrounds. The existence of an 'Andy Capp'-like stereotype[*] is confirmed by teachers who have had the opportunity at a residential centre to which they are able to take their classes for a week at a time, to explore pupils' attitudes and values in an unconstrained, constructive and developmental environment. They feel that the children's inherent disposition towards 'fairness' quickly enables them, given the opportunity to review their attitudes with the benefit of dispassionate, factual information, to eradicate such views and replace them with more positive and empathetic attitudes. [*Andy Capp was a popular Daily Mirror cartoon character of the time.] English 4. The Head of English is fully sensitised to the need for a multicultural approach to her subject, but confesses that this is more coincidental than deliberate. Several of the English teachers have taught in multiracial schools, contributing to an extensive departmental experience that is again reflected, albeit often subconsciously, in their selection of books and materials and in their treatment of language and literature. Although they have not expressly considered the multicultural implications for their subject, it is noteworthy that the school's library and English textbooks have been deliberately expurgated of all books representing colonialist values and attitudes or depicting ethnic minorities in a derogatory or insensitive manner, They speak with enthusiasm of the interest and empathy aroused by such books as 'To Kill a Mocking Bird', 'Walkabout' and 'On the Run', and feel that through these and similar books children's perceptions are heightened in relation to others of different backgrounds, and lead to the realisation that discrimination, even in the form of skitting and name-calling, can be hurtful and uncharitable. Care is taken to ensure that these enlightening processes are not undermined by internal or external influences. There is a belief among the teachers that while 'Grange Hill', a very popular television series among pupils of all ages, sometimes compounds existing misapprehensions and stereotypes, television programmes in general are improving pupils' racial awareness and tolerance. Parental attitudes, apparently more prejudiced than the children's, are considered to be the major obstacle to a greater respect and acceptance of ethnic minority people. Science 5. Members of the science department staff were less convinced about their role in multiracial understanding. In biology, many opportunities are grasped to show the similarities between ethnic groups, and to present the true facts about skin colour, hair types and physical features, while in some science textbooks, for example Science 2000, the illustrations featuring coloured as well as white students unaffectedly lead to the implicit recognition of the multiracial complexity of modern society. Modern languages 6. The head of modern language had little to contribute to the ethnic minority discussion, but feels strongly that his department's work is hampered by the deeply implanted stereotyping of the French and the Germans by comics and television. Such stereotypes are always derogatory, portraying the French as dirty, excitable, drunkards who eat 'dirty' things like snails and frogs legs, and the Germans as arrogant, aggressive, military minded and our traditional enemies. Attitudes and prejudices 7. The sixth form tutor, after only a term in the school, is already aware of the insularity of both parents' and pupils' attitudes. Of particular concern to him is the parents' lack of knowledge and experience of sixth form education, their apparent lack of conviction about its value and a consequent lack of confidence by the pupils. He has found that by normal standards his pupils are very immature in their attitudes and judgements. Their knowledge and experience of life in other parts of the country, far less other parts of the world, is extremely narrow. He has found them naive and undiscriminating in making judgement values, and although relatively innocent of racial discrimination, overridden with misapprehensions and folk mythology about racial matters. 8. The head of science voiced local concern over the television exposure of the Brixton and Bristol disorders that implied a purely racial gesture and evoked an equally unbalanced local anti-black reaction. There had also been real fear that local white youths might, for perhaps different reasons, be inspired into 'copycat' demonstrations. This fear was not allayed until several days after the vivid television reports had been screened. Indirectly they had had the effect of bringing to the surface many of the latent racial stereotypes and prejudices common among the older generation. 9. One of the Heads of House has slightly different views about racial attitudes and prejudice. He is one of the few local teachers who entered teacher training as a mature student. His perception is perhaps heightened by the fact that he and his wife have two adopted West Indian children. He feels that the local people are at least as prejudiced as any in other places, though he believes they are not now as intense as formerly. But they are quick to react among themselves to national political and social issues, when latent anti-black, extreme leftwing views come to the surface. He feels that the influence of press and television tends to inflame such prejudices founded on isolated and uninformed impressions and stereotypes. This is reinforced by the accretion of believed confirmatory 'evidence' selected by the individual to justify his attitude. This teacher feels that such prejudice is almost beyond modification. He is much happier however about the younger generations who, he feels, are certainly less prejudiced, and, given a balanced, objective and factually accurate view of other groups, will develop more positive attitudes of acceptance and respect. His own adopted children have been both the subject and the reciprocators of name-calling, which they regard with amusement and even pleasure. Of course, in a white community, heads have turned when he has been out with his black children, but he imputes this to curiosity or interest, not to any expression of disapproval or disfavour. He does, however, feel that different forms of stereotyping in books or on television, are extremely influential and should be expunged from all children's and adults' experiences. Discussions with pupils 10. When invited to express their feelings towards other groups the comments of a small group of top set, first year pupils are invariably critical or uncomplimentary, e.g. Scots are arrogant, drunkards, mean; Irish are bad-tempered, drunks, troublemakers; Irish Catholics are called 'Red Necks,' Irish Protestants are referred to as 'Prods', 'Prodiwogs' or 'Golliwogs'; a golliwog may also be anyone, of whatever skin pigmentation, who has curly or frizzy hair; all coloured people are called 'Packies'; and Black people, and whites with swarthy complexions, are called 'Niggers'. One girl had been flattered to be called 'Brown Girl in the Ring'. (They sensitively exclude from these categories the few minority group children in the school.) 11. The children have obviously been exposed to many of the folk myths about ethnic minorities, including multiple-family occupation of houses, and taking white people's jobs, but when challenged they readily recognise the possibility that those may be, at worst, exaggerations of the truth. Their preoccupation with 'fairness' tempers their attitudes. Towards all minorities they have tolerance and some understanding. They all watch 'Grange Hill' on television and their attitude to the Sikh boy's right to wear his turban and to the issue of both arranged and mixed marriages is open and sympathetic. They do, however, appreciate that many of their parents are opposed to mixed race marriages. Without exception they would all like to learn more in school about ethnic minority religions and cultures, and would be very pleased if, to compensate for their isolation and insularity, exchanges could be arranged with schools in multiracial areas. Similar views are held by older pupils, especially in the sixth form, who want to grow up in a plural society where individual and group differences are accepted and respected. Among the older pupils is a sense that their obvious political naivety is a reflection of school's apparent unwillingness to expose them to political ideologies and strategies. Conclusions 12. The overall impression received was one of a school struggling in the face of severe local constraints to establish in a comprehensive role, a credibility and respectability inevitably founded on academic results but also conscious of a moral responsibility to prepare its pupils in every possible way for adult life in a wider society that is culturally diverse and often more sophisticated than the local community. To these ends the considerable contribution of some teachers, experienced in multiracial schools elsewhere and totally committed to the principles of multicultural education has to be recognised. But the uneasy feeling remains that the expectations of a majority of teachers, depressed because of stereotyped assumptions about pupil potential and reinforced by modest pupil and parent aspirations, could result in underachievement both in academic standards and in personal development. School YI 1. This large primary school with nursery provision is situated in the centre of a council housing development. Property owned by the Council represents 96 per cent of the accommodation in the area. The unemployment rate in the town is about 25 per cent - that of the council estate exceeds 40 per cent. 2. On admission to the nursery unit, most children are suffering from severe linguistic deprivation, and find communication difficult. They have no experience of traditional nursery rhymes or fairy tales on which to draw, and social graces can be minimal. Day trips are the only holidays that some children have had. 3. Most of the children entering the infant department do so from the nursery unit. The initial reading syllabus is based on a variety of commercial schemes, including Ginn 360, Crown, One Two Three and Away and Gay Way, colour coded for degree of difficulty and progression commensurate with the relatively lower overall ability of the children. Many of these reading schemes portray in pictures, characters and stories, a good multiracial cross section. Library books make a similar contribution. 4. In addition to linguistic deprivation, a surprisingly high number of infants are treated by visiting specialists for speech defects. While reading is important to the department, perhaps greater priority is accorded to compensatory language development. Approximately 20 pupils from the infant and junior departments have been referred and assessed as suitable for special education but in the absence of special school places for them, they receive additional compensatory teaching from two visiting teachers from a local ESN school. 5. The junior syllabuses follow fairly traditional patterns, but with frequent injections of multicultural topics and themes. Academic levels throughout the school are lower than average, and the Head believes that had there still been 11+ selection, very few would have attained the standard to qualify for grammar school entry. 6. Many staff have attended locally-mounted courses in multicultural education, and this is reflected in many ways in the everyday transactions of the school. In addition to following the suggestion of the Schools Council project Education for a Multiracial Society, that multicultural principles should permeate the curriculum, a number of initiatives have been started. Many classes use television broadcasts, and when multicultural topics are involved these are followed up and related to the regional context. 7. In order to evoke empathy and understanding the school is sponsor to a boy in an Indian village, and sends not less that £1.50 a week subscribed voluntarily in odd pennies by the pupils themselves. As part of the overall sponsorship scheme, an Indian teacher and one or two Indian pupils visits this country and the sponsoring schools annually to talk about life in their homes, emphasising the positive aspects and placing local deprivations in a national context. 8. Periodically, artefacts relating to ethnic minority cultures, received from a variety of sources, are circulated around school to feature in class studies and discussions, again emphasising ingenuity, craftsmanship and appropriateness rather than concentrating on exotic or primitive features. Of particular interest are collections of artefacts and books compiled from contributions by the local ethnic minorities, and therefore guaranteed in authenticity and validity. 9. Teacher exchanges with multiracial schools have enabled staff to experience at first-hand the cultures of pupils within them, but of special significance is a new venture now in the final stages of planning. This is a class-exchange scheme, initiated by the Head, that will entail a class of pupils spending a half day at one off our multiracial schools nearby and experiencing normal lessons paired off with an ethnic minority pupil. They will also sample each other's diets and have opportunities to wear their types of clothing, play their games and possibly meet their parents. The multiracial school will reciprocate the process shortly afterwards. 10. Of all the other forms of prejudice held, that against racial minorities is second only to the sex role attitude. It differs from the latter principally in the fact that it is less overt, but of its existence, especially among parents, there is no doubt. When it does surface it tends, in this area of high unemployment, to focus on assumed job competition, but is also fuelled by a widespread belief that Asian workers, by their diligence and willingness to work long hours, have somehow undermined trade union 'rights' and 'perks'. Yet dual standards are often applied, the professional Asian - doctor, nurse, teacher - being held in high esteem. This school had, until recently, an Indian teacher on the staff, and the Head is pleased to boast that he was respected and admired by pupils, parents and colleagues alike, never once being the recipient of unkind remarks or any other form of discrimination. 11. The teachers believe that in the nursery unit and infant department children notice colour much less than personality or other physical features, and remain egocentrically unprejudiced about race. From about seven upwards they are becoming accustomed and tuned-in to parental racial attitudes that, fuelled by television and film impressions harden into personal attitudes. These are believed to be fairly superficial, and are only manifested by name-calling (Nigger, Wog etc). Of the nine children of ethnic minority parents only one has been known to be the butt of other pupils, and this was believed to be a personality-orientated reaction. 12. Discussions with children of junior age revealed irrational attitudes to other groups - gypsies, Scots, Irish, for example - but these were often unjustifiable when asked for reasons. Stereotypes obviously play a part in such attitudes, as occasionally does generalisation from isolated incidents. Several children who said they hated Irish and Scots withdrew their statements when told that two of their teachers were of that descent. They all admitted calling others unkind names, but the examples given related to habits or physical features other than colour. School Y2 1. This large coeducational comprehensive school is situated in a small market town linked commercially, economically and administratively with nearby industrial areas. Around the nucleus of the old village are situated a number of housing developments mainly of owner-occupied properties accommodating a middle-class community in which social classes 2 and 3 predominate. Unemployment at adult level is well below the regional average, but is just beginning to bite in the school leaving sector. The community preserves a strong local identity and independence. Newcomers, who tend quickly to adopt the values and attitudes of its sub-culture, are readily accepted. Most pupils live near to the school and represent a very wide socio-economic spectrum skewed towards the upper end. The Head and staff are proud to proclaim a strong academic emphasis in the work of the school, but stress that life-skills are not neglected. The school is pervaded with an atmosphere of calm, conscientious industry. Assemblies and religious education 2. School assemblies are held on both year group and house bases and deal with moral and religious topics, often invoking aspects of the faiths, cultures and lifestyles of other people in a positive and informative manner. They are led by teachers, whose collective experience, knowledge and commitment afford consideration of a wide range of issues among which questions of race, respect, relationships, stereotypes, prejudice and discrimination are regularly featured. Yet the religious education syllabus, concentrating on Biblical studies and moral education in a narrow, traditional manner, by-passes the whole area of comparative religion. Theology is the least popular subject of the curriculum, and the numbers taking it to external examination level are minimal. At present the department has the temporary benefit of an experienced RE teacher who has unilaterally introduced a multifaith dimension into the syllabus, which he feels is welcomed by pupils who have a strong aversion to the abstract philosophical study of Christianity. He deplores the lack of a multifaith dimension in the syllabus, as well as the sterile manner in which Christianity is treated, and the narrow historical consideration of Judaism, never acknowledged as a valid contemporary faith. Should the syllabus be changed, the problem that will loom largest is the re-education of two senior departmental teachers, whose knowledge of other major religions is very limited. And like the community of their adoption, they equate strangeness with threat. The Head of Humanities, of which religious education is part, is a committed multiculturalist and, convinced that persuasion is more likely to succeed than direction, is gently trying to institute some broadening of the curriculum in Religious education. Humanities 3. As an initial attempt to bring together under a common theme the work of the History, Geography, Social Studies and RE Departments, the Head of Humanities instituted in 1982, Festival of India Year, the school's own Festival of India. A full term was spent considering all aspects of Indian life, culture and history. One significant feature was the in-depth study of an Indian village, showing it in a developing situation and drawing comparisons with similar comparatively recent changes in English villages. But perhaps most important were exchange visits with a school with a high proportion of Indian pupils. Additionally, Sikh, Hindu and Muslim leaders visited the school to talk about their religions and staff visits to a Sikh temple and to the Hindu festival of Diwali helped them to understand more about these faiths. Throughout the project the faculty received generous support from the parent-teacher association and culminated in an ambitious Indian evening in the school. The evening was open to the local community, and public interest and response was so great that the school had never before held so many people at one time. Parents were very warm and positive in their response, and none questioned the validity of such a project. It is hoped to institute similar projects on other ethnic groups in future years. The Head and staff are of the firm opinion that this project did much to correct misconceptions and stereotypes, and to develop more positive attitudes to ethnic minority groups. Geography 4. Geography teaching in the lower school is organised on a concentric principle starting with the known and extending frontiers from that base. First year pupils are involved in day visits to nearby villages, towns and industrial centres to experience their atmosphere and significance. Second year pupils are encouraged to join an overseas study trip, usually to the Netherlands, to experience life in a different cultural grouping. In the third year, relating their studies to the previous two years' experience, world topics are considered, including those affecting developing communities. Material from a Multicultural Centre is used to supplement information received from a variety of official sources, many textbooks on economic geography rapidly becoming out of date as countries begin to exploit new resources, like oil, and new markets. It is interesting to note that this department has abandoned the Geography for the Young School Leaver Programme because it felt that it incorporated racist implications. History 5. The Head of Faculty is concerned about the very traditional approach to History. Falling within the umbrella of Environment Studies in years 1 and 2 changes of attitudes and emphasis have been effected. But the entrenched attitudes of History department staff have resisted all attempts to wean it away from an almost exclusively 20th century European preoccupation. It is felt that this war-orientated approach might well be influential in reinforcing anti-German attitudes among many pupils in the school. The LEA has instituted a curriculum review exercise throughout all its schools, and it is hoped that this might influence future curriculum attitudes and approaches. The textbooks used by the school are unquestionably Eurocentric, if not biased Anglocentrically. English 6. Little opportunity presented itself for a review of English teaching in the school, but the impression of a fairly traditional, classically-rooted department was alleviated by the attitude of one department member who also operates the school's bookshop. This lady taught until quite recently in a strongly sectarian school in Belfast, and has first hand experience of sectarian hatred, discrimination and prejudice, through which she empathises with ethnic minority people in England. In her teaching, especially of literature, she tries to convey this sentiment to her pupils whom she feels are apathetic and unresponsive. Within the local community she identifies two distinct groups, a liberal, upper section affecting condescending acceptance of ethnic minorities, and a defensive lower section asserting antipathetic attitudes to all other groups, among which racism is prominent. These attitudes are manifested when pupils are invited to read novels about minority ethnic group characters, but may be accentuated by a lack of interest or empathy in anyone or anything beyond their immediate experience. They completely reject, in the school bookshop, any books portraying black people on dust-covers. Modern languages 7. A modern languages teacher believes that in the school there is prejudice against French, German and coloured people, and refers to the difficulties encountered by a black French-Algerian teacher in obtaining a post in the area. Although German is taught in the school and a German language assistant is attached on a half-time basis, the influence of comics, war-films and parental attitudes in implanting stereotypes and prejudice is difficult to overcome. Exchange visits with German schools have tempered adverse attitudes for some children, but since there is no tradition among the parents of overseas travel, the effects of these experiences are short-lived. Similar prejudices are directed towards other groups, and in a sort of prejudicial pecking order it is interesting to note that the Scots are in greater favour than the Southern English. At the other end of the scale are black people, whatever their country of origin, and the abuse directed towards black professional footballers at regional matches is an embarrassment to very many, probably a majority, of fellow spectators. In addition to these national or racial prejudices, this teacher has noted instances of prejudice across social classes, especially upwards against the more affluent, the better educated, the better spoken; prejudice of various types conditioned by the male chauvinist domination tradition; and prejudice towards aspects of the curriculum conditioned by their perceived value and utility. This last predilection is illustrated by the low take-up of modern language options compared with mathematics, sciences and English. The attitudes of parents are considered to be a very strong influence on the children of this school. Art 8. The Head of Art, once a commercial designer in London, has been strongly influenced by Rastafarian contributions to art, as well as a specialised interest in Indian art. He makes no attempt to introduce 'ethnic art' into his teaching, believing that art has no racial or national frontiers, but in the examples he places before his pupils he draws on a wide range of expression, including e.g. Japanese screen printing and other techniques often suggesting that these can be superior to British national or European processes. Careers 9. Like many of his colleagues, the Careers teacher is aware of the strong influence parents have over their children in relation to careers guidance. Within the engineering and light industrial sectors he is conscious of covert sex discrimination, but he has not been aware of any racial discrimination, although his experience here is very limited. Home economics 10. The Home Economics teacher who has attended a local course on cookery in multiracial schools introduces cooking from all over the world into her syllabuses. In other studies, as for example year 1's Home and Family course, she covers overseas home life in such a way as to stress the more positive aspects, Culturally-biased requirements such as table-setting are excluded, and on the practical side presentation is the dominant aim. She finds many of the children conservative in their tastes, often rejecting initially any unusual food on such tenuous grounds as that 'it stinks'. But she finds consolation and optimism in the extremely well-supported adult evening classes she runs in Indian cookery, believing that this facilitates a two-pronged attack on what must be classed as food prejudice. The pupils 11. Opportunities arose on this visit to conduct seminars with groups of pupils. The first was most disastrous, yet probably most revealing. A group of lowest ability fifth year pupils reported to me in a seminar room. After briefly introducing myself I asked if they knew why they had been sent to me, to be surprised by the aggressive response 'we've got to talk to you about niggers and wogs and things' from the dominant member of the group. Of all the groups seen this was the only one where such an attitude had been posed, and caused reflection on the attitudes and sensitivity of the teacher who had sent them. Following the lead of the dominant boy, they all confessed to strong views about ethnic minorities, revelling in the opportunity to display their knowledge of words like nigger, coon, nig-nog and Packy, although the girls disputed some of the more outrageous and patently inaccurate or irrational statements. Gentle probing revealed that their experience was extremely limited. One boy who said he hated the Chinese based his reasons on having been chased out of a Chinese takeaway for throwing an apple core into a boiling pan of food. The dominant one based his proclaimed aversion to 'Packies' on his experience in a nearby shop owned and staffed by Pakistanis. He said that when he went into the shop there were a number of Pakistanis standing around and they looked at him and started talking in their own language and laughing. When asked to explain his attitude he responded 'Who do they think they are, coming here and taking our jobs?' then more significantly 'I'm just as good as they are'. Yet this attitude is not directed towards his Indian general practitioner, for whom he has considerable regard and respect. The unmistakable sense of inferiority revealed by this remark was further reflected in the group's equally contemptuous attitudes to other groups, but particularly towards their more affluent and more successful peers, compared with whom they form a small minority. 12. The middle and upper fifth form pupils at this school share the sentiments and lifestyles of the sixth-formers, who generally reflect the middle-class values and attitudes of their parents. A survey among lower sixth pupils reveals that newspapers, other than evening issues casually brought in by fathers, are not normally available to them at home. Perhaps surprisingly none received either the Times or Guardian, and only one the Telegraph; the tabloids receiving almost exclusive circulation. The consequences of this phenomenon on attitude formation cannot be ignored. A recent move which introduces a compulsory General Studies component directed towards the development of life-skills and introduces pupils to contemporary social and political issues has only reluctantly been accepted by academically-orientated parents. Within its compass and through the writings of such commentators as Margaret Mead and Leslie Newbiggin, multiracial and multifaith topics are studied and debated. Pupils are unconvinced about the relevance of such studies, but are prepared to give them an open hearing. Their knowledge is still very limited, but their repeated desire to learn more about other peoples' beliefs and lifestyles offers promise of even better attitudes and stronger conviction. The majority of the upper sixth form pupils bestow greater credibility and respect on personal qualities than on racial, national or sectarian associations. They tend to be embarrassed by their parents' prejudices and insularity, as well as by the low image of the area in which they live. Most of them aspire to higher education and to experience life in an emancipated, heterogeneous society. Conclusion 13. It is difficult to summarise the impressions received in this school. In many ways it presents close similarities with other schools in that it perpetuates regional characteristics through an inward-looking, self-conscious and defensive parochialism that is apathetic to conditions and issues beyond its immediate experience and influence. In others it suggests a desire from its more enlightened members to leap beyond its self-imposed boundaries into an emancipated, more tolerant pluralist society. School Y3 1. This large coeducational comprehensive school is situated in a town which despite its proximity to a number of urban centres preserves its own individual traditions and dialect peculiarities within a dogged and narrow local identity, The majority of fathers follow semiskilled or unskilled occupations, have little personal experience of post 16+ education, and live in either council houses (60 per cent) or on small estates of owner-occupied terraced or semi-detached properties. Despite a 30 per cent unemployment rate, the prevailing impression received is one of affluence and contentment. Religious education 2. Although in its prospectus the school prescribes a Christian education for all its pupils, it is interesting to note that elements of comparative religion are increasingly introduced. The Head of Religious education, in consultation with department staff, has devised a new syllabus that tries to develop concepts of self, truth, morality and causality. Through this approach the recognition and respect for other world religions is facilitated. The fourth and fifth year pupils follow syllabuses leading to GCE O Level or CSE examinations. A few non-examination pupils follow courses that concentrate on relationships, and in these the consideration of other religions and ethnic minorities are featured. English 3. The Head of English, while recognising the need to remove from the classroom and library those books that portray ethnic minorities in an insulting or derogatory manner or are written from an imperialistic, colonialist viewpoint, expressed mild concern at the possible repercussions against imposing too many multicultural books too quickly. He feels that while the children react favourably towards books like 'Walkabout', others like 'To Sir With Love' can be so unreal and so far from their experience as to incur rejection both of the story and of the characters. Another teacher is less inhibited towards the introduction of books about or written by ethnic minority people. She feels that the principal attributes of the local community, reflected in their children, are insularity - 'self-centred, clannish, interrelated'; apathy rather than antipathy towards minority groups, political issues, or even life outside their home town; and an acquiescence with social and economic relegation. She has not personally encountered discrimination or prejudice, although she has been made aware of strong feelings by some against the Irish, Germans and latterly Argentinians. In these instances she believes that media presentation of political or historical situations have brought to the surface latent prejudices and attitudes that might equally pertain to ethnic minorities. She also considers that band exchanges between this school and German schools have exerted a strong corrective influence and helped to develop positive feelings and relationships towards the German people as a whole. Similarly, she feels that the presence in this school of one or two black children has helped to stress their individuality yet personal similarities, to the benefit of positive attitudes towards ethnic minority groups in general. Geography 4. Geography teachers in the school consider that the pupils, like their parents, have a low personal and community image that makes them turn inwards to their familiar and comfortable society that protects them from a potentially hostile world beyond. Despite the school's ownership of a coach and minibus, school holidays and field trips are only achieved by strong persuasion. Limited horizons and attitudes discourage curiosity about other places while common misconceptions about people and their lifestyles, even in nearby towns, render pupils unsympathetic and uninterested in other people's situations. Hence Geography is a difficult subject to teach and relatively few pupils choose it as an examination option. It is perhaps unfortunate that the world map on permanent display in a geography room proclaiming in bold red all the countries of the British Commonwealth insinuates an outdated British colonialist supremacy, although in fairness, the department has shed a number of textbooks that portray such an attitude. History 5. The Head of History has similar opinions on the pupils and community that he refers to as a 'narrow enclave resenting intrusion and interference from without'. He feels that this attitude can breed prejudice against anything or anyone that is unfamiliar. Conformity with majority opinion is expected, and individual dissension regarded as betrayal. The only known feeling of antipathy among the community is towards the IRA, but this does not extend to Irish people in general. He believes the pupils, like their parents, to be politically naive, and finds it difficult to arouse their awareness. The pupils 6. Discussions with groups of pupils of all levels of ability confirm many of the teachers' views. Third year children reveal social immaturity and harbour many of the stereotypes and prejudices endemic within the community, among which racial attitudes, in the absence of everyday experience are undeveloped though dormant. A number of children, influenced by war films and comics, display imprinted prejudice against 'Krauts' (Germans), although on questioning they deny that this would affect relationships if ever they met one. Only one child admits to dislike of ethnic minority people, referred to collectively as 'Packies', influenced by his experience of a single Asian market stall-holder. In response to the protestations of his class mates he is at pains to point out that this attitude does not extend to a well-liked Indian girl in the year group. Older pupils profess a ready welcome and respect for ethnic minority groups, most pupils echoing the sentiment 'They were born here, and have as much right to be here as we have', an unexpected comment because of their limited knowledge and experience of them. Among a number of higher ability fifth year boys strong anti-German feeling exists, again attributed to television, probably supplemented by parental observations. 7. Several pupils in the Lower Sixth form confess somewhat shamefacedly to prejudice of various descriptions, not least to acceptance of the region's adherence to the belief in male superiority and stereotyped sex roles. A small minority also profess antagonistic racial views which, when challenged, they are unable to justify except by cliches like 'they're taking our jobs' and irrational counter statements like 'send them all back'. Their peer group, obviously opposed to these attitudes and embarrassed to be associated with them, confess to very limited knowledge about other ethnic groups and their faiths, and ask that school should redress this ignorance. They also profess similar antagonism towards white groups, including gangs from within and beyond their housing estates, and pupils at other schools. They describe how encounters with such groups consist primarily of trying to assert some form of superiority. Staring, shouting insults, posturing and gesturing reinforced by aggressive clothing and personal appearance are the main armaments in this type of ritual combat, suggesting that such manifestations, like racist comments, stem from primeval reactions to feelings of insecurity, inferiority and assumed threat. 8. Among the higher ability pupils is a tacit recognition of the enrichment of modern society by minority cultures. While one or two affect a dislike for 'foreign' food, the majority welcome the opportunity for greater variety. They are able to name aspects of culture that have been widened, and identify the successes and achievements of a number of ethnic minority personalities. They recognise that if they move into higher education they are likely to have direct contact with ethnic minority students and staff, and are very open-minded about the sort of relationships they will enjoy together. They make a plea for a broader education in life-skills and an introduction to the cultures, faiths and lifestyles of other people. They give the impression that while they have affection for their home town, they would like school to have facilitated their release from its constraints and its depressed horizons, rather than to have acceded to them. Conclusions 9. Despite the town's preoccupation with parochial concerns and calculated disinterest in external issues the school, adopting local values and attitudes, develops within its pupils a close identity with the community. Unfortunately its own low image may be transmitted to the pupils' personal self-image, depressing confidence, aspirations and expectations. In doing so it is perpetuating a minority complex that possibly results in a sub-conscious identification with other minorities, including ethnic minorities, hence the apparent absence of antipathy. This is complemented by the school's lack of emphasis on competition, with its implicit notions of challenge or threat. In so far as curriculum content and treatment are concerned, the school, while not consciously striving towards a multicultural education is at worst doing few things of a contrary nature. The greatest concern here, as elsewhere, is the need to make teachers aware of the relevance and implications of multicultural education. School Y4 Background 1. This large coeducational comprehensive school is situated in a market town transposed in recent times into a dormitory industrial suburb. Most of the parents are more outward-looking than other communities in the region, although some of its traditions, particularly male dominance, are still maintained. The teachers tend to remain for long periods despite poor internal promotion opportunities. Many confess that one of the main reasons for staying is that it is an easy school in which to teach, with comparatively few disciplinary difficulties and a highly motivated pupil community. English 2. Despite the fact that the Head of English is a traditionalist in his approach to the subject, he has responded to the views of department staff that some of the examinations should be changed. They now work to the regional consortium's Joint 16+ examination in English, but retain allegiance to the JMB O Level Literature examination. CSE pupils take Mode 3 examinations in Language and Literature, the syllabuses being designed by teachers to meet their own pupils' special needs and interests. The Head of English, who feels he understands the multiracial situation through war-time service in India, agrees without enthusiasm that pupils have studied and some enjoyed 'Cry, the Beloved Country', 'Walkabout' and 'To Kill a Mocking Bird'. He owns to a personal preference, shared with pupils, for 'Child of China' and 'Brother Blackfoot'. Nevertheless he is concerned that if too many multiracial books are introduced or any attempts made to insert a multicultural component into the syllabus they will evoke reactionary attitudes. Religious education 3. A much more radical approach to their subject is being adopted by the Religious education Department and associated Liberal Studies teachers - the multiculturally minded minority of the staff. Several of this group of young teachers are currently attending an in-service course in multicultural education. Religious education follows a syllabus devised by the school, based loosely on 'Learning for Life' (ILEA Agreed Syllabus). For years 1 to 3, where Religious education is compulsory, a course in comparative religion is followed, which includes a study of the nature of religion; how religion began; 'advanced' religions - Christianity, Judaism, Islam, Hinduism, Buddhism, Sikhism; alternatives to religion; religion and society; and problems of belief and behaviour. Through this, all pupils gain insight into the religious beliefs and practices of the major ethnic minorities in this country, which they are encouraged to understand and respect. it is significant that in this school, children appear to enjoy their RE lessons. Fourth and fifth year pupils can opt for courses leading to O Level or CSE (Mode III) or an unexamined Liberal Studies course with associated community service. All these courses involve further study of the main world religions and their practice by groups in this country; and reinforce the appreciation and respect instilled in the lower school. The relatively high numbers of pupils opting for the examination courses illustrates a positive response by the children to the way in which the subject is approached. Extreme care is taken by the staff to ensure that textbooks, visuals and artefacts are authentic, up to date, and truly representative of the ways in which religion is conducted and interpreted among ethnic minority groups in Britain. They all express concern about what they consider to be the reactionary attitudes of examining boards, who firmly resist attempts to introduce into their Mode I syllabuses the detailed study of any religion other than Christianity and Judaism. But perhaps above all they deplore the apathy and inertia of most of their teaching colleagues in this school who similarly resist any kind of change within their subject areas and are apathetic to multiracial considerations which they believe are irrelevant to their pupils' needs. History 4. The Head of History, son of East European immigrants, has personal experience of discrimination and identifies with, and has great empathy with, all other minority groups. He feels, like many other ethnic minority people, that his personal identity lies somewhere between his native and his adoptive culture, a fact seldom acknowledged by either community. He is dedicated multiculturalist, is an active member of the current course attended by other colleagues in the humanities, and attempts to permeate his department's teaching with multicultural principles. He has been unable to insinuate his multicultural ideas into the thinking of departmental staff. It is perhaps unfortunate that he is attempting to influence his colleagues with such fervour that resistance appears to be the main response. 5. The Head of History confesses to the department's possession of many ethnocentric or Anglocentric textbooks, in which only an English viewpoint is put forward, thereby reinforcing many strongly held stereotypes, and introducing others. He also feels that the teachers, the textbooks and the external examinations reflect middle class values and attitudes which, with the examination-orientated competitive spirit that is promoted within the school, tend to reinforce social class divisions. His experience in History and Liberal Studies discussion groups persuades him that like their parents and teachers, the pupils are imbued with many prejudices, often based on negative stereotypes that are often difficult to modify. He believes that the not infrequent allegations about coloured people taking white people's jobs stem from parents and television, and to a lesser degree from newspapers, comics and films. The children and teachers look upon coloured pressure groups as anti-white, rather than pro-black, largely because of media presentation. He illustrated the depth of such feelings by the children's reactions to the Brixton disorders and the subsequent Scarman Report. Almost without exception they identify with the (white) police rather than the predominantly black protesters, despite an otherwise strong opposition to the police from many of them. Even the most vehement anti-police pupils, some of whom feel they also suffer police harassment and injustice, fail to identify with the protesters and side with law and order embodied by the police. Geography 6. A geography teacher who is also Head of Middle School is attending a current in-service multicultural course. His department is dissatisfied with its current syllabus which is felt to be too discursive and too abstract and therefore of little relevance for the pupils. They feel that many external examination syllabuses inhibit curriculum development within schools, and that some syllabuses actually promote stereotyping while others reflect bias. The geography teacher does not experience racial bias and prejudice in class discussions. Rather, he feels that about other cultures, and about ethnic minorities in Britain, there is a prevailing ignorance and apathy, usually crystallised in a dismissive 'stupid' when unfamiliar lifestyles or cultural expressions are encountered. He attempts to influence his colleagues by example and persuasion rather than by confrontation, and the sympathetic response of his colleagues may well be the product of such an approach. Music 7. An interesting development in this all-white school is the intention of the Head of Music to set up a steel-drum band in the school to complement existing wind and brass bands and a full orchestra. Her philosophy and teaching have been strongly influenced by experience in a multiracial school and by 'Pop, Rock and Ethnic Music' edited by Vulliamy and Lee. Eventually she hopes to have a gamelan (Javanese) band to further extend pupils' musical experience. She finds that children do not readily respond to the traditional academic approach that concentrates on the classical western idiom, but are willing to respond to other unfamiliar idioms, to which she introduces them through reggae or other popular forms that draw upon oriental instruments and rhythms. Although she encountered initial reaction and refusal for her steel band intentions, she had been allowed to appeal (successfully) to the parent-teacher association for financial support. She feels that through listening to music from other cultures and countries, children can develop respect and tolerance that is transferred into general attitudes. This can apply particularly to African music where, after removing the apparently inevitable stereotyped 'jungle' opinions, real appreciation and empathy can be achieved, particularly if performance or involvement are invoked. The pupils 8. Discussion with higher ability pupils reveals tolerant open-minded attitudes to many issues, including racial matters. Pre-occupied with their own academic aspirations they nevertheless reveal concern for social, economic, political and racial injustice. They feel that much of their academic education has little relevance to the hostile situations and pressures they are likely to meet in the outside world of adulthood, and feel that they have not been adequately prepared to face them. Many even feel that the attitudes of adults to teenagers is at best condescending, at worst insulting. One child summarised his received attitude - prevalent throughout education as 'We are the British and we are the best', which he and many of his contemporaries feel to be an untenable proposition in a modern, global, multicultural society. It is disturbing to discover that in many ways distrust of political leaders and parties or pressure groups, leads to a resignation and despair that is manifested in apathy and a sense of life's futility, and a depression of idealistic and altruistic motivation to their supersedence by selfish and material standards and values. On contemporary political issues they are both ignorant and fatalistically apathetic. Conclusion 9. Concluding thoughts about this school focus on the promising initiatives of a nucleus of committed and energetic multiculturally minded teachers whose contributions through the humanities must be of great importance and value in preparing pupils for life in a multiracial society, and, by example, showing the way to colleagues in other departments. School Z1 1. This medium sized primary school is situated in a residential area, of which owner-occupied houses comprise at least 80 per cent of the total. While it accommodates a fairly broad socio-economic range, lower professional, junior executive and other white-collar workers predominate. Admission to the school is organised on a twice-yearly basis, with the facility of half-time admission for the preceding term for children below statutory age. Four children only have an ethnic minority parent, two having a Jamaican mother, one a Nigerian and one a Chinese father. In each case their other parent is English. Transfer to secondary schools is on a selective basis. 2. Underlying the curriculum and practices of the school, a philosophy geared towards the development within pupils of a secure self-image allied to a respect for others, often finds positive expression through morning assemblies. On the school day preceding my visit, to highlight the narrowness and irrationality of prejudice the Head had introduced, in the light of a local performance, the stereotyped view that male ballet dancers were somehow effeminate and an object for ridicule. His sensitive treatment of the nature of prejudice had prompted subsequent writings by older pupils on their own prejudices that their teacher had considered to be very perceptive and revealing. Two members of staff confessed that this same theme had caused them. to review some of their own attitudes. 3. Multiracial aspects have not been overlooked, and their origin and development are worthy of mention. Nearly two years ago an English doctor's child was admitted to the Infant department direct from residence in Nepal. Her mother had brought to the school a number of artefacts, and had been persuaded to talk about them and the Nepalese people to a full school assembly. Its success had prompted this mother to persuade the Head to invite an Indian lady friend of hers, dressed in traditional clothing, to present a similar theme on life in India. This had in turn emboldened a Jamaican mother to make similar and equally impressive contributions. Such insight into the life and customs of other countries are now a regular feature of morning assemblies. Prompted by these external initiatives and subsequent staff discussions, individual teachers have contributed assembly themes based upon minority religions, in particular those of the major immigrant communities in this country. All such themes are underpinned by the aim to engender understanding and respect for other individuals and bodies of people in a mutually tolerant society. It was noteworthy that among five children's portraits on display in a Lower Junior classroom, one represented an attractive black boy with Afro hair style but without any stereotyped exaggeration of features. The teacher informed me that this was one of a number of ethnic minority portraits arising from a painting assignment to illustrate a fictitious 'ideal best friend'. 4. The initial reading scheme used by the school is the 'One, Two, Three and Away' series, which only recently has introduced one or two ethnic minority characters in supplementary readers. These represent only token inclusion. Nevertheless other back-up readers (e.g. Breakthrough to Literacy) and Library books, particularly in the Infant department, include multiracial characters, situations and stories. Once again, a great deal of credit for this situation must go to the Jamaican mother who borrowed a collection of multiracial library books, brought them to school, discussed their significance and persuaded the staff to purchase copies for school use. Perhaps more important, through her sincerity and conviction she was able to sensitise most of the teachers to the social and cultural needs of all pupils in today's multicultural society. She mounted a similar exhibition on Open Day for the benefit of all the parents. Great interest was shown, and happily there were no adverse reactions. 5. The Junior department fiction collections, especially in the upper classes, are traditional and almost exclusively Anglocentric in presentation and attitudes. They contain many outdated and outmoded books, including a group of books by Willard Price (1964) in which attitudes are often patronising and sometimes insulting (e.g. 'Pygmies resemble monkeys'). Teachers concede the dubious credibility of many of the books but claim they cannot dispose of them until replacement with more appropriate books can be effected. Non-fiction appears to be reasonably accurate and up-to-date in its presentation of overseas countries and peoples. 6. The mathematics syllabus draws from a number of textbook sets, and at least one of these, Nuffield Mathematics 5-11, unaffectedly represents ethnic minority people in its illustrations and by name in its problems. 7. History is studied from the viewpoint of local connections, and involves frequent museum and site visits. It is therefore essentially British-based, but it is more concerned with social than political issues. It embraces the successive immigrations into the area from the earliest times onward, and helps to give perspective to contemporary immigration, although this is an issue discussed only incidentally and indirectly. Its consideration, through folk museums, of social history, illustrates that the phenomenon of physical affluence, convenience and sophisticated lifestyles are of comparatively recent origin for the majority of people in this country, and may help pupils to recognise that underdevelopment is merely a stage through which any community might quickly progress, thus placing in acceptable perspective the doom-laden 'Third World' image often projected by fund-raising charities. 8. Discussion with the teachers, both collectively and individually, revealed a hitherto unconsidered recognition of the racial and cultural diversity of modern society, even though the former was not a feature of the local community. They were agreed about the existence of all forms of prejudice throughout society. While race was not considered to be one of the main areas of prejudice, it was felt that when invoked it could be most firmly and irrationally upheld. It was conceded that prejudice stemmed principally from ignorance and folk mythology, occasionally stoked by assumed challenge, threat or even fear. There was a general belief that it originated in the home, with parental ridicule and criticism being dominant factors. Television, which occupies an apparently increasing amount of children's time, was considered to pose conflicting attitudes, displaying on the one hand positive contributions to society by ethnic minority programme presenters, entertainers and sports people, but on the other, perpetuating through situation comedies and similar so-called entertainment the stereotypes and folk myths that display them in a patronising and derogatory manner. All the teachers accepted their role in presenting and developing attitudes of respect for self and for others, but one or two were uncertain about the importance and relevance of multicultural and multiracial considerations in the local context. 9. With the exception of a single, recently-qualified teacher who had undertaken teaching practice in multiracial schools, none of the teachers had either in their training or through in-service courses been sensitised to the needs of pupils in a multiracial society. The teachers considered that there had been no discrimination against the four 'coloured' children in the school, although the Jamaican mother refuted this, averring that her son and daughter had had to suffer name-calling. She recognised that this was a common trait among small children, and that her own indulged in similar, though not racial, habits. She had not been unduly upset about these incidents which she had used to explain the attitudes presented by them as one of the misfortunes of being visibly different from the majority community, and as a preparation for and inoculation against subsequent and more extreme forms of discrimination likely to be encountered. When reported to the teachers, she had been most impressed by the firm and sensitive manner in which they had handled the situations and taken positive steps to avoid their recurrence. Nevertheless, she had found it necessary to dissuade at least one teacher from the stereotyped view that all West Indian children are better at physical than intellectual or academic activities. She stressed that name-calling and other forms of discrimination were practised by only a very small minority of the school population. She had been most impressed by her own acceptance, on equal terms, by the other parents. School Z2 1. This medium sized 10-30 [10-13?] middle school is situated in a small market town. It draws its pupils from a number of small first schools serving scattered villages, and its staff are all of secondary school experience or training. A few of the teachers have exclusively local residential and professional experience, but the majority have taught in other areas, some in multiracial schools. 2. The general feeling of the teachers is that the pupils, reflecting the attitudes of their parents, are very friendly yet suspicious with those from outside their closed community, are insular in their interests and experience, and, in many cases cushioned by an extended family system and an inherent community self-sufficiency, are lacking in motivation and ambition. Attitudes towards other groups are held quite consistently and are strongest against 'townies', gypsies and tourists, ambivalence creeping in only as regards 'visitors' since while they are accepted as a source of revenue, they are resented for their intrusion. The local weekly paper is the only significant influence on attitudes generally. No strong views appear to exist towards ethnic minorities, the prevailing mutual respect syndrome apparently being unchallenged by any perceived threat or interference. 3. The work of the school is organised on a mixed-ability system that involves some team teaching, particularly in the Humanities department. A topic approach, involving pupil selection and interpretation of source material, field visits and talks/demonstrations by visiting speakers, is the principle instrument of education. The philosophy and strategies are based on the Schools Council Project: Place, Time and Society 8-13. In the absence of external examinations for this age-group, the Richmond Tests of Basic Skills in Humanities are given to the pupils annually. In years 1 and 2 when topics are derived from the local environment then the industrial revolution, other countries, cultures and faiths are introduced only peripherally. In year 3 there is a positive focus on multicultural issues as shown by this synopsis of the syllabus. 1. Migration: Pupil migration and immigration in the immediate area; Migration to Northern Mill Towns; Irish migration to Britain; Jews to Israel; and West Indians to Britain.For each of these topics study booklets are provided to ensure that pupils' work is structured yet open to individual initiative and research. The teachers have been involved in considerable discussion in compiling these booklets and the planning and industry involved has fostered among them an empathy and understanding of ethnic minorities in this country. The immigration components are complemented by visits to a Synagogue and a Hindu Temple, while family life and customs are explained to the children by visiting Jewish and West Indian speakers. Full use is made of films, video cassettes, television and tape recordings, and the work of the department overlaps into other subject areas including art, craft, English, music and dancing. Interspersed among the art and craft on display in the school are examples of such work, including two memorable pieces, one a painting depicting the capture of slaves, the other a sensitive fabric montage of an African lady's head. The children appear to like this approach and speak with humanity and respect of minority groups so studied. There is no obvious transference of such attitudes to other groups, although the school has become involved in an Action Aid scheme to sponsor a child living in an Indian village, and responds generously to other similar fund-raising appeals. The school also has a health and social education scheme in which relationships play a prominent part, and through role play and informed discussion, reviews issues like race and colour. A good supply of up-to-date and accurate resource books is maintained in the school. 4. The teachers feel that the majority of pupils are open, accepting and honest in their attitudes towards ethnic minorities, although this is not always shared by parents. Some parents refuse to allow their children to visit the synagogue because they cannot see the point of it, but it must also be declared that visits to a town farm draw similar reactions from them. 5. English teaching in the school does not appear to match the pronounced multicultural input of other departments, the library books following a traditional pattern that is only beginning to entertain science fiction and has not yet considered multiracial books. The overriding local preoccupation with farming and country matters is reflected in the pupils' choice of books, for like most of their parents they are so immersed and involved in their own immediate interests and concerns as to preclude curiosity in other areas. Sex discrimination in book selection is strong, the boys having no inclination to read books about girls or girls' interests. In spoken English there is strong resistance to efforts to replace or modify a pronounced local idiom and dialect. 6. The only contribution of maths and science to multicultural education is the existence in textbooks and work cards of portrayals of black as well as white characters. 7. Individual discussions with third-year pupils reveal only limited and fairly superficial degrees of discrimination. Towards Argentinians (with memories of the Falklands), Australians ('they beat us at cricket'), the French ('dirty people, they eat frogs' legs') and 'Blackies' ('they take our jobs') only an insignificant minority express any prejudice, a view confirmed by the school's French assistant. Many talk with pride about their performance of an African slave dance at the school's annual concert, while the musicians and singers declare a positive delight in calypso and other national musical forms. Emotions run highest in relation to 'townies' who are believed to be conceited, and 'snobs' embracing all who put on airs or assume superiority. School Z3 1. This small upper school has close links with Middle School Z2 which is situated in the same town. Its pupils are divided into three year groups of 190 to 200 pupils each, and a sixth form of 90. The teaching staff represents a wide range of expertise and experience, many having worked in multiracial schools or areas. There are two ethnic minority pupils in the school. In anticipation of my visit the Head Teacher circulated heads of department inviting them to express how they were preparing the pupils for life in a multicultural society. As a more detailed description of one school's contribution these are quoted verbatim before recording impressions of the different departments' operations: English 2. 'English lessons are a part of the curriculum where students are frequently widening their attitudes towards others, and being encouraged to understand the experience of others through imaginative writing, drama and discussion. Inevitably this process focuses at times on the condition of minority groups and the question of racial attitudes is then discussed, This gives pupils an opportunity to express their own views on the subject, share experiences, and listen to the views of others. There is obviously no indoctrination, but I think it would be reasonable to assume that most English teachers would encourage a sympathetic, humane consideration of the rights and privileges of other human beings. In choosing material to read to classes, and in choosing titles for our book boxes, we are always on the lookout for good material irrespective of its country of origin or the ethnic background of its characters. Thus, quite a number of novels, short stories, plays etc contain material which very positively, I feel, helps to promote an understanding of the racial question and the human dimension to the evils of prejudice. None of the above occurs through prescription by me. All good English teaching promotes growth in human understanding and self-awareness. At a number of points in their three-year course students will discuss racial prejudice, from one angle or another, but we do not have a syllabus which prescribes that it should happen at a particular moment in time.' Library 3. 'We have relatively few non-fiction books dealing with race as a subject. I think this reflects a situation where few children in the school at any level display any strong interest in it, and where few subjects direct children to investigate it as an area of concern. I do not remember any books on race being asked for by children or recommended for purchase by any of the heads of Department in the two years that I have been running the library. Nor do I remember seeing in publishers' catalogues any particularly good treatments of the area which would be suitable for children of our age range. There are a number of books in the fiction part of the library which have race as part of their concern. One thinks of classics such as "To Kill a Mocking Bird", "Black Boy" by Richard Wright and "Long Journey Home" by Lester. More recent works by people such as Dhondy are also there. I have noticed that these are not particularly easy books to interest our children in. A brown or black face on a cover is often enough to prevent their choosing a book, not because of any racial animosity but because it suggests to them that the concerns of the book will be, in some way, remote to them. We find often that a good deal of pushing of material like the Dhondy books is necessary before they will be read, and while they are then read with interest and some enjoyment, few children want to follow that up with more material of a similar kind. Those children that do are generally those who, because of parental concern and inclination, already have this wider interest. This leads to my being reluctant to buy large amounts of such kinds of material.' Comment 4. Discussions with teachers confirm the views expressed by these two reports. The general prejudice among boys against any form of reading is considered to be rooted in pragmatic as well as practically-orientated estimation traditional to this type of agriculturally-based society. Girls, who are generally more favourably disposed to all forms of literary activity, still retain preferences although prejudice plays a less significant role in these. The most popular books for pupils in this school are the James Herriot series, the Pig Man Series, and novels, by Cookson, Cormier, Walter and Richter because they portray situations and characters with which it is easy for them to identify. The least popular are those that reflect city life, remote situations, and minorities or individual characters with which they feel unable to empathise. This is considered to be prompted by a desire to read about crises and predicaments relevant to their current needs, rather than to any form of racial or other prejudice. Also prevalent among boys is a self-conscious attitude towards anything of an intellectual nature when attempting to portray an image of practical, physical masculinity. Careers, social education, religious education 5. 'One of the major aims of the Careers, Social Education and Religious education programme is to encourage pupils to think in a tolerant way about other people and to appreciate rather than denigrate other people's differences. We look at multiracial Britain and often follow communities back to their roots in order to get a clearer understanding of their backgrounds. Films/videos have been shown about Sikhs, Muslims and Jews, and also of Indian cookery and Islamic banking. The films are usually followed by group discussion.' Social education 6. 'As this course is about"'Education for Life" and the development of "Life Skills" it is appropriate that the course should prepare youngsters for living in Britain today. A part or section of the course in years 2 and 3 is concerned with religious, moral and social education. Included are such topics as "Comparative Religions and Cultures". Some emphasis has been given to ethnic minorities in Britain today. We deal with "prejudice" as a topic, not merely racialism or colour prejudice, although the emphasis is on these. We promote self-awareness and awareness of others in the community, as well as tolerance of the values of others in society. Other topics include young people and the law, the legal position of young people, and awareness of poverty and deprivation in Britain and in other countries. Summary of social education syllabus Year 1 (= 3rd year secondary) Personal and social identity.Year 2 (= 4th year secondary) Self awareness. Prejudice. Race.Year 3 (= 5th year secondary) Careers education - work experience.'The syllabus provides a broad framework in which teachers introduce their own approaches according to specialisms and interests.' Comment 7. It soon becomes apparent that the above programme and statements are genuinely intended and sympathetically carried out, the children responding with genuine interest and sensitivity. Two of the teachers are not wholly convinced about the approach. One, a somewhat disillusioned RE teacher whose inclination would be towards a Christian-based course in religion, is concerned that his own subject is being debased, although he concedes that children appear to enjoy and benefit from the Social Education course, in contrast to the nil response he obtained when he offered a sixth form examination course in Religious Studies. Other teachers concede that pupils, like adults, are constantly categorising people and making value judgements about them on the most tenuous evidence, and that this may apply on occasions to ethnic minorities. But the general feeling is that the thinking pupils are positively inclined towards them, the more inward-looking pupils at worst apathetic. The demeanour, behaviour and disposition of the children, especially in the higher forms, suggest the effectiveness of this approach. Geography 8. 'As a department our greatest involvement with multiracial society ideas comes through studying urban geography. Under such a heading we try to deal with topics of immigrant communities and the socio-economic problems related to them. Irish, West Indian and Italian racial groups are discussed. Further abroad, the racial issues of South Africa are dealt with. In general the issues we tackle are seen as racial rather than multiracial. Though our society as a whole is increasingly cosmopolitan in character, in many ways the short term future for our pupils is unlikely to involve them in direct racial involvement. Other curricular priorities notably those of an environmental nature especially, are of more immediate concern to pupils who live in a rural and relatively isolated community. It seems likely that recent developments in the field of Social Education in the school would allow this area of the curriculum to better educate pupils in what are essentially personal/moral matters rather than environmental/human ones. We shall continue to see race as an important geographical influence, and assist our pupils to understand its implications.' Comment 9. Two months after making this statement, the Head of the Geography Department's attitudes are now more positive, recognising that simple matters like the selection and presentation of information can be discriminatory. He is concerned about the limited horizons of the pupils, but gratified to find that after the adoption of a new syllabus based on Geography for the Young School Leaver, 130 out of 190 pupils selected geography as an examination option. It appears that this department, now sensitised to the implications of the multiracial composition of contemporary society and spurred on by the example of other departments, will be reviewing the whole curriculum content and approach before the commencement of the next school year. History 10. 'The implications behind the issue of a multicultural nation are enormously important, not only for those who live in a multicultural community, but also for those whose life has been spent entirely with those of similar culture and background. This whole issue devolves not only an understanding and knowledge of people from different backgrounds, but also, and perhaps more importantly, on the issue of tolerance and acceptance of those different from oneself. In this respect, children living in rural areas like these are in need, not only of an introduction to the values and ideas of people of a different nationality, but also to sensitive guidance towards an acceptance of those coming from areas outside their own immediate environment. I find the children here more insular than any which I have ever taught before, in many different parts of the country (excluding the Highlands of Scotland!), and I therefore feel that our primary task lies in opening their eyes to the habits, values and ways of life which obtain in their own country, and amongst people of their own race. Having said this, I believe that it is also our duty to get pupils to think about the problems of a multicultural society for, though many of them will have met one or two black or Asian or Chinese people, and very many of them will stay in this area for the whole of their lives, some will move elsewhere, and some find the issue challenging enough to pursue it in their careers. As far as my own department is concerned, one of the foremost objectives is to inculcate a tolerance of peoples and societies other than our own. This is paramount if pupils are to develop any sort of empathy with the people of the societies of the past whom they study, and, by transference we would hope that they would learn to apply this to people of their own times but of different cultures, whether this be in Bradford, Birmingham or Surbiton. Our approach to all aspects of the courses in each year is, of necessity, underpinned by the belief that people of all cultures and all ages are worth respect and consideration, and we hope that pupils can learn that intelligence, for example, is not the preserve of the technological 20th century, but is something which can be found in Neolithic Man as well as in Aborigines, and West Indians living in Handsworth, and which is nothing to do with how much people know or can do. Hence, throughout all our teaching is the underlying objective that pupils should learn that goodness and right and dignity and worthiness are not confined to people whom they understand, but are the inalienable right of the whole of humankind. This is something which is fundamental to History teaching, irrespective of the content of the course. In specific terms we do study the emergent nations (as the CSE Board calls that part of the syllabus), and have a chance to see the way in which former colonies gain their rightful place within their continents, and cast off their colonial character. Our primary contribution to this issue, however, is in our attempts to make pupils look at their own attitudes towards people who are different from themselves. It is, after all, attitudes which cause the distress which exists in multicultural societies, and though in areas in which there are large numbers of immigrants the problem may well be more practical, here we can only operate on a theoretical level, but hope to encourage our pupils to realise that there is a world beyond their own, and values different from their own.' 11. Such commendable, well-considered and sensitively-expressed sentiments are reflected throughout the attitudes and teaching of this department. The sincere conviction and uncompromising commitment of this teacher to the principles of multicultural understanding is felt to provide a shining example and a thought-provoking catalyst for other teachers. Consistent with her philosophy, she is also dedicated to the removal of other forms of discrimination, particularly sex discrimination, believed to be very strong in this remote rural area where traditionally the strength and stamina of the farmers and other outdoor manual workers has endowed their sex with a superiority that overflows into all aspects of life. She believes sex discrimination to be more strongly implanted and pursued than all other forms of discrimination, and in the approach to her subject attempts to exert in this sphere the same educative and corrective influences as those indicated in her statement towards improving racial attitudes. Curriculum development is severely constrained by the demands and parameters of external examination syllabuses, more significant in a school where they do not receive the pupils until 13 +. On arrival at that age they appear to have little historical awareness and no appreciation of historical patterns. The schemes of work therefore comprise a broad framework that allows teachers to insert their individual contributions and introduce wider issues in accordance with their own convictions and specialisms. Examinations are offered at GCE O Level and CSE level in Social and Economic History in Britain since 1760, which involves the consideration of colonialism, exploitation and emancipation, and the emergence of new states and nations, as well as other issues pertinent to multiracial education. Modern languages 12. 'i. Idea of cultural and language differences is fundamental to the course, though specific preparation for life in a multiracial society is not wholly applicable to children in this area. ii. Department seeks to convey that because another culture/language is different from our own, it has equal value and the people involved in it have equal rights, and are not, in some indefinable way, 'inferior' because they are not English, iii. Through ELS (European Language Studies) the department seeks to show pupils that their own language has been significantly influenced by other languages, races and cultures. iv. Department stresses that other cultures etc have much in common with our own, but that their differences are rich and interesting. v. Children are actively encouraged to go abroad and spend time with people from other countries on their home ground. Exchange visits are also encouraged, together with pen-friends. Sixth Form. Through sixth form Assembly and General Studies I seek at times to bring inequalities to light or to make known cultural differences. Certain General Studies sessions are particularly geared to the question of race and the society in which we live.' Comment 13. Despite the qualification in i. this teacher, aware of a certain amount of endemic stereotyping and discrimination against other European nationals, feels that it is part of his responsibility to attempt to eradicate such negative attitudes towards all other groups. This is brought into the teaching at any time, but is crystallised in ELS lessons to useful effect. Biology 14. 'I am afraid that we make no special efforts whatsoever to educate pupils for life in a multicultural society, other than the ever-present "hidden curriculum" represented by teachers' own attitudes to racial problems, ethnic minorities, etc.' Comment This teacher is obviously aware of the importance of teachers' attitudes and his reference to the hidden curriculum suggests he has studied the literature of multiracial education. It is interesting to find that he had recently arranged with an Indian school an exchange visit involving 15 fifth and sixth form pupils. Its cancellation because of domestic difficulties at the Indian end only two weeks before the exchange would have commenced, has only slightly dented his enthusiasm for this ambitious project. An avid reader who regularly attends in-service courses over a wide range of topics, he says he was motivated to arrange the exchange, by a social conscience. He is very concerned about the insular background and restricted horizons of so many of the pupils, and feels that only through this type of opportunity can their interest be stimulated and their experience extended towards other people and races. Conclusion 15. Two things will be immediately apparent from a study of the teachers' statements: first, that in this isolated and insular rural area there exists an unexpected life-giving micro-climate of multicultural awareness and enlightenment; and second, that while the whole staff may not be totally committed to the principles involved, all are inevitably being drawn towards them by the example and dedication of senior colleagues. Discussions persuade me that these are not mere rationalisations calculated to create a favourable impression, but true reflections of their sentiments and commitment. There has been no direction or coercion from above, although the ethos of the school, reflecting the Head's philosophy and style of leadership, has provided a general climate sufficiently benign to encourage and nurture initiatives that stem from personal conviction and professional dedication. School Z4 1. This small coeducational secondary modern school competes with two other more prestigious secondary modern schools for those pupils not accepted for a grammar school education. For this reason and because it is scheduled to close, it attracts relatively few first choice pupils. 2. Of the school's current roll 60 per cent are boys and 40 per cent girls; all white apart from one Caribbean and three Chinese pupils. The lowest socio-economic groups predominate. There is within the community a rising proportion of split or single-parent families, and a high incidence of maladjustment and relatively minor juvenile delinquency. There are few local facilities for pupil recreation out of school hours, hence an excessive dependency on viewing television, punctuated by occasional visits to discos or amusement arcades in the town. On the whole the children of this virtually monocultural society appear to be friendly, acquiescent, lacking in self-confidence and eager for recognition, attention and affection. 3. The Head is a caring, avuncular, person to whom the children respond with respect and affection. In the school's prospectus he declares 'The atmosphere within the school depends largely on 'members of staff and the children are generally very happy and secure because of a policy of reasonableness, firmness and understanding'. To these ends academic pretension plays a subordinate role. The teaching staff generally concur with these sentiments although one or two are attempting to elevate pupil aspirations. None of them live within the catchment area of the school, and most have taught in the school for several years or more, despite limited promotion opportunities, Few courses leading to GCE O level are offered, and the results in CSE suggest serious underachievement. Religious education 4. The teacher in charge of religious education is a former crafts teacher who has introduced a syllabus he devised during his training course. Despite the fact that his course was entitled Christianity and World Religion, his syllabus, based on Goldman's Life Themes and Lowkes' experiential approach, makes no direct approach to world religions, their treatment therefore being incidental and usually superficial. Feeling that most of his pupils suffer from an innate sense of insecurity and inferiority, he concentrates on a discussion approach, leaving reading and writing to an absolute minimum. The children appear to like this approach and respond positively to it. They appreciate the discussions about personal problems and personal relationships, but above all 'being talked with like adults'. This teacher is trying to break down, single-handed, the school's long tradition of dividing the sexes, the boys and girls normally sitting at opposite sides of the classrooms and having separate playgrounds outside. 5. The Head who also teaches RE is more traditional in his approach, but more wide-ranging in his content. Combining religious education with education in personal relationships he bases his teaching on 'Life in Our Society': Lambert, which considers community concerns in this country. Drawing on his experience in Birmingham and introducing such topics as Overpopulation and World Poverty, Problems of Culture and Race, War, and International Cooperation for Peace, he aims to expose the children to racial considerations in an unemotional contextual manner. He believes that this contributes to a greater respect and understanding towards ethnic minorities in this country. 6. There is no doubt that there is a consciousness in the school that through religious education better attitudes towards ethnic minorities should be developed, but as yet this consciousness has not been thought through. This was exemplified by one of the two morning assemblies I attended. Devised and conducted by the RE teacher, it consisted of an appropriate introductory song, then a dramatic interpretation of John Bunyan in his Bedford Prison cell reading that portion of Pilgrim's Progress relating to prejudice and racial discrimination. The assembly, after a prayer on the same theme, was concluded by the singing of the hymn 'At the name of Jesus, every knee shall bow'. Neither the teacher nor the Head had appreciated that in a group of mixed religious persuasions, including in this case three Buddhists, such a title might be inappropriate or even insensitive. While this opinion might well be challenged on the grounds that non-Christians have the right to be excluded from morning assemblies, or even that it is 'nit-picking', it is used to illustrate the limited awareness of some teachers towards multiracial or multifaith considerations and the need for much guidance and support to assist them towards such goals. Humanities 7. The Head of Humanities is fully aware of the dangers of a colonialist approach to History and a patronising Geographical study of primitive communities. She has already expunged from her resources any books or materials that purvey such attitudes, and selects new material on the basis of strict criteria among which these feature strongly. These same criteria pervade the syllabus. English 8. The Head of English has experience of teaching in a multiracial area and is aware of the need to vary children's literary diet in recognition of the changed composition of contemporary society. Nevertheless, while he is happy to include for examination study such books as 'Walkabout', 'Joby', and 'To Kill a Mocking Bird', he fears that to introduce too many might arouse a backlash that could evoke racist feelings at present unconsidered. He is concerned about the complacency of the children, their very limited knowledge and experience, and their lack of aspiration or motivation, particularly among the older. Linguistic ability is also limited, although most seem able, though a restricted code, to express themselves adequately for their everyday activities. Language and literature are taught in an integrated way. Most of the pupils' writing is of an imaginative nature. The library has a large but predictable selection of books but with possibly fewer more advanced books than might be necessary to extend the brightest readers. Discussion with pupils 9. The most lively, aware and responsive groups are the first year mixed ability classes, and it is tempting to conclude that they are so inclined because the depreciating influence of the school has not yet stunted their academic and intellectual development. To the surprise of some teachers, a fairly high proportion dislike Germans, largely through the influence of televised war films and documentaries, and through comics and books, some of which are in the school library. Only two pupils express any antipathy towards ethnic minorities, the presence of three Chinese pupils in the school giving some immediate experience and understanding. They both recognise the irrationality of their attitudes, and may well be attitudinising to draw attention to themselves. All those expressing antipathy to other groups are boys, the girls having much more open attitudes towards others beyond their experience or knowledge. Among the lower ability second year pupils, who own to parents or grandparents of varied origins including Ireland, Scotland, Wales, France, Poland and China, there are a number of individually-held prejudices, among which feature hatred of the Argentine Junta, not the people; West Indians with thick lips, but not the pupil in this school; slant-eyed Chinese, but not those in this school; Asians, because they keep vicious dogs that don't respond to English commands; and black footballers of opposing sides to those supported. But of greater significance to the boys is the continuous internecine rivalry between neighbouring schools, youth clubs and estates. All accept their traditional sex roles, many of the girls saying they would rather have been boys, and all recognising male superiority. 10. Similar attitudes, only expressed more aggressively and pontifically, are shared by lower ability third-year pupils. These children acknowledge the value of academic qualifications, especially O Levels in Maths, English and Science, although they know they will never attain them. Several are on probation, and a few receiving Child Guidance, and while they are prejudiced against one or two groups of people they reserve their strongest passions for known groups of which rival gangs feature most prominently. They acknowledge that much of the conflict they have with other gangs is concentrated on displays, rather than acts of aggression. In other areas of prejudice they bow to the principle of fairness and recognise that some of their proclaimed attitudes and opinions are irrational. While accepting the conventions of Western films where the whites are depicted as good and the Indians bad, they can also see how such conventions apply to films like Zulu and German war fiction, recognising that not all Zulus and Germans are bad, or that all English are good. Having been constrained to work and play apart from the opposite sex, the whole of the third year seems awkward and inhibited when boys and girls are asked to do things together in small numbers. Where groups are larger they tend to divide by sex, rather than any other groupings. Yet surprisingly, these pupils do not appear to have any hang-ups about ethnic minorities, possibly recognising sub-consciously that they themselves are a minority in the community at large, and not viewing ethnic minorities in a competitive situation, have very open views towards them. 11. This attitude also prevails in the forth and fifth years, possibly fostered by the respect in which they hold the school's only black pupil. I am informed that only once had any child called him 'Nigger', and that physical retaliation from this big boy had prevented any possible recurrence. Yet it is fair to say that he is respected for his cheerful outgoing personality, rather then feared for his stature and physical prowess. The predominant impression of the older pupils is one of a totally acquiescent, subdued yet unresentful group allowing itself to be swept along towards an adult life which they will enter with few advantages and declining possibilities of congenial work. But they are not despondent, and this may be because of the caring, supportive, even protective ethos of the school, which they must surely miss when they leave. It is giving them a degree of self-respect and self-confidence, if only within limited horizons, and this is engendering an open-mindedness towards others, and particularly ethnic minorities, that appears to elude many others of similar backgrounds in different schools. 12. The three Chinese pupils in the school, all with a good command of Mandarin Chinese but little English, suffer severe discrimination that is largely beyond the control of the school. They are given tuition in English as a second language for only a few hours a week by a visiting teacher, the remainder of the time being placed at the back of classes and left very much to their own devices because the school has neither the expertise nor staff time to devote to them. The local authority, which employs the visiting ESL teacher, is said to be unable to help further, having similar small-scale ESL commitments scattered over a wide area. This teacher gives help, advice, and work sheets to the teachers who ask for them, but is only able to scratch the surface of their needs. School Z5 1. School Z5, a sixth form college, is situated in an area where the experience of meeting or seeing anyone of ethnic minority background is extremely rare. In their choices of subjects, traditional sex role attitudes are demonstrated by the 4:1 ratio of boys taking Physics and girls taking Modern Languages. Many more girls than boys take English. Not a single boy is taking Home Economics. Regional sex role presumptions are common throughout the community, as exemplified by the willingness of banks to employ girls as counter or secretarial assistants, but not in higher or professional capacities. Consequently, girls' aspirations are generally lower than boys'. 2. In addition to the prevalent sex discrimination the Principal feels that racial discrimination is rife among his extremely conservative students, many adopting a hard intransigent attitude that maintains equally uncompromising views on capital and corporal punishment. Perhaps it should be noted that in at least one of its contributory secondary schools there is strong National Front support, and that the Principal has found it necessary to proscribe the wearing of its badge and associated insignia among college students. The student community is predominantly middle-class, largely representative of socio-economic groups 1 to 3, and has a wide ability spread skewed towards the upper levels. Half of its leavers are expected to go on to higher education. The almost exclusively graduate staff have served in the school since its inception. With the exception of the Vice Principal and the heads of English and French, all the senior posts are held by men. Only one teacher is a member of an ethnic minority - an English trained Kenyan Asian. English 3. The Head of English recognises the need to introduce more books about ethnic minority characters and situations. She feels that 'To Kill a Mocking Bird' has been well studied in all the contributory secondary schools, and speaks with enthusiasm about racial issues ensuing from the study of 'Othello' and 'Cry, the Beloved Country'. She is, however, anxious to introduce new books cautiously since students tend to reject books they feel are preaching to them or are imposed for reasons other than pure enjoyment. Nevertheless, she is convinced of the important role of literature in the indirect shaping of values and attitudes and, with her staff, is constantly attempting to foster this influence. She feels that her students, mainly girls, do not have strong racial attitudes except those of a sympathetic nature generated by Oxfam-type propaganda. One exception she has encountered was occasioned by Indian Consultants sending their children to private schools, not to local secondary schools, which had been interpreted as a form of snobbery, yet generalised into a racial issue. She has experienced ridicule of West Indian dialects, which she counters with allegations that local idiom and dialect can appear equally uncouth and unintelligible outside the region. Library 4. The teacher responsible for the library, like the Head of English, confesses to a very small multicultural element among the books available to students, but blames their absence on lack of knowledge of their existence. Like many others spoken to, she would very much like to increase the number of multiracial books, but finds that current capitation allowances are quite inadequate for this purpose except for occasional purchases. She finds the boys generally uninterested in books, but the girls imaginative and exploratory in their selection of books. She confesses to having given no thought previously to the idea of deliberately introducing multicultural works. Religious education and general studies 5. Like many of his counterparts in other schools the Head of Religious education is depressed by the lack of interest by students in his course, and parental resistance to their opting for it. He believes that pupils and parents alike view the curriculum from pre-vocational considerations, against which criteria Religious education has low credibility. When pupils opt for RE courses, it is usually as a 'filler' subject, all their energies being directed towards more prestigious subjects in the sciences or humanities. In any case these are usually the lower ability students. This teacher gives the impression that while, as a committed Christian in a Christian country, he feels that the Christian ethic and teaching should dominate the syllabus, there ought to be more room for the study of other major world religions. He blames the lack of this on examination syllabus constraints, although he concedes that these are slowly being eased. On examination boards generally he is disillusioned, having had numerous suggestions for widening syllabuses rejected in the past. 6. He has much greater enthusiasm for General Studies, a compulsory study for all 2-year A Level students. This provides courses in four areas: literature and communication; science with computer studies; politics and ethics; and creative and recreational studies. Within each area students are allowed to select topics of their own choice. Student attitudes to General Studies are summarised by the upper sixth form as 'General Studies courses are sometimes interesting'. In the politics and ethics course, there is an opportunity for students to consider briefly Hinduism, Buddhism, Islam, Judaism, Chinese religion, and a history of Christianity all in a10 week course. Only 20 students have opted for this element, but they have revealed that while resistant of Christian teachings, they are very interested in world religions. The main problem about such a study is its enforced academic approach, based on films, film strips and books of questionable authenticity, access to religious leaders or places of worship being ruled out because none are within reasonable travelling distance. At this stage it would appear that comparative religion is a mere superficial introduction to other faiths, and is as likely to create stereotypes as to destroy them. 7. Throughout local society strong racist undercurrents exist. Press influences tend to reinforce existing attitudes, especially at the extremities. The opportunities of even modifying such extremist attitudes in the short time available are very limited, and the prospects quite daunting. It is reassuring to note that 117 of the 522 A Level students are following examination courses in British government and Politics, while 55 of the remainder are working for O Level government and Economics examinations. Both courses deal with issues concerning race in British Society, and enable the factual refutation of racial myths and misapprehensions. In its 'Politics and Ethics' General Studies course, this department is involved in a considerable number of multiracial issues, including laws (sex and race discrimination, nationality, etc), race relations and Third World studies. This last element which looks at health, food, agriculture, education, trade and aspects of aid is focused by reference to the Brandt Report to enable students to become more aware of Third World Development in international affairs, but particularly on our own society. Geography 8. A similar philosophy underlies the teaching of the Geography department, which through a systematic, rather than a regional approach, relates population to resources, and considers the migration of, for example, workers across Europe, or Mexicans to California. Perhaps more than most others, this department allows itself to be constrained by the requirements of external examinations. The Head of Department confesses freely that an element of 'us' and 'them' pervades part of his teaching, and that he has never considered the principles of multicultural education. Nevertheless, he feels that his approach and the teaching strategies adopted, do help to correct uninformed impressions about other world groups, and that open-mindedness is developed. He seldom uses textbooks, believing many to be outdated or biased in their approach, basing much of his work on Phillips' Geographical Statistics and other official sources. History 9. Like Religious education, though to a lesser degree, History is viewed by pupils and parents as of little practical or material value, although some are attracted because of an intrinsic interest in the subject. That it fails to attract higher ability pupils is reflected in its comparatively modest examination successes. The examination syllabuses followed, relating to British and European history from the mid-19th century, with an emphasis on political as opposed to social or economic history, is felt to be out-dated and unimaginative. Within current teaching, opportunities exist under the 'decline of Empire', to consider such issues as India under the British Raj but because of students' very limited initial knowledge or understanding, there is insufficient time to cope with this in any depth. Similar feelings exist towards examination requirements concerning Irish immigration, the scramble for Africa, the Spanish Civil War and the emergence of the former colonies. Economics and sociology 10. The endemic introspection and bigotry of the local community is echoed by the Head of Economics and Sociology. Economics is gauged by parents and students as a potentially useful vocational asset, although among many its application, with Sociology, is directed towards nursing and the police force. The A Level economics course deals indirectly, but in some detail, with multicultural issues but particularly with 'underdeveloped' countries, the distribution of wealth, and migrant labour. The O Level sociology has a much more direct approach, particularly in its consideration of the influences of the mass media in building or reinforcing stereotypes, and of social and community life in Britain. Films, newspapers and television are constantly involved in such studies, and the BBC's 'Living City' series, and lTV's 'A Question of Equality' have proved of particular value. The major influences on student attitudes appear to be the mass media, television entertainment, parental views, and personal experience. Home economics 11. This department offers two major examination courses, O Level Home Economics and A Level 'The Home, the Family and Society', each of which has 12 students, all girls. These courses involve the consideration of ethnic minority cookery, dietary and nutritional requirements, dress and family life, although time seldom permits detailed study of many of these. Towards ethnic minority people, the girl students are equally welcoming and friendly. Cookery, diet, nutrition and crafts also feature in the General Studies course, through which a few boys are persuaded to overcome their imprinted sex roles. Pre-vocational course 12. Of recent origin within the college is a pre-vocational course geared towards the lower ability, one-year (Foundation) students. Architect of this scheme is the Deputy Principal who has taught in multiracial schools in Britain and in a black African school. To the philosophy and principles of multicultural education she is totally dedicated, an influential example to all her colleagues. She feels that the students are 'nice', with limited ambitions and initiatives often artificially depressed in the contributory secondary schools. Nevertheless, they have a high self-image, exaggerated by the relatively small community in which they live, that often creates problems for them when they advance to highly competitive higher education institutes elsewhere. They are also afflicted with an intellectual lethargy that impairs their ability to think for themselves. Recognising the unreality to such pupils of an academic preparation for life, she has devised a very practical scheme including an element of work experience. Progress is assessed continually, achievement being the basis for detailed references to employers and further education institutions. 13. I was able to talk to a group of 15 students who had recently undertaken a 3-day visit to London as part of the course. Preparation for the visit had begun several weeks ago with the consideration of inner-city deprivation as exemplified by certain districts in London. This led inevitably to a consideration of the disquiet of many people, particularly black youths, towards society in general but focused on the police. Correspondence with London communities, principally through Youth Clubs, helped them to plan their visit. They decided, because many of them professed to 'hate the blacks', to spend a day in Brixton to try to savour the climate. (At least one student brashly boasted that he would like to 'get in on the action'). The teacher had spent considerable time and energies outlining the historical, social and economic background to the situation with little sympathetic response from the students. Describing their experiences during the day in Brixton these lower ability, working class students affected an attitude of scornful dismissal towards the black people they met and the problems they had to endure. It was soon apparent, and in one case boastfully confirmed, that National Front opinions and affiliations were maintained at home. Some, mostly boys, echoed the all-too-common 'send them back' slogan that was readily challenged, predominantly but not exclusively, by girls. Having adopted their posture the boys would not recant, but grudgingly acknowledged the unfairness and impracticability of such statements. The ensuing discussion on 'roots' evoked a number of interesting responses, and one boy who claimed to have a French parent had to endure, albeit amusedly, the affected scorn of some of his peers on the dietary peculiarities of the French people. It became apparent that few of them had any particular interest in their origins, one girl defiantly declaring 'We're white, and this is our country and they should all go back where they came from', dismissing as irrelevant the fact that many were second or third generation British. There was no doubt that some of the students still maintained hard, uncompromising attitudes to all ethnic minorities, yet there was evidence that even the most antagonistic were not entirely convinced of the validity of their standpoints. The experience was still comparatively fresh, and therefore not completely assimilated, but the teachers who accompanied them were insistent that attitudes had been considerably softened. They hope to increase the number and extent of such visits because they are so convinced that only through such experience, however brief and possibly contrived, can such irrational prejudice be modified. An interesting by-product of this visit is an anticipated exchange visit to the town by members of the black youth club in Brixton. Discussions with students 14. Discussions with more academic students reveal a strongly-contrasting climate of opinion. Much more articulate and thoughtful, they still reveal prejudice, but are considered less likely to express it in words or actions, and more open to modification, both by logic and experience. As with other sixth-formers, they complain that school has neglected many of the life-skills they will need to cope with life in an adult and multicultural society. Several had personal experience of different forms of discrimination, including a boy who entered direct from a private school, a girl with an Argentinian mother, and a boy with a French mother. Many of the girls claim to suffer from sex discrimination, a complaint never voiced by the boys. They all confess to prejudice, their main targets being 'posh', 'snobby' or 'trendy' people - in effect, any who, for one reason or another, impose a feeling of inferiority upon them. They cannot appreciate that to many, because of their own material and intellectual endowments, they could be seen as the targets of similar sentiments. Having completed the visits to schools and submitted reports to the Committee, it was considered both courteous and politic to acquaint Chief Education Officers of the findings, and discuss with them the wider issues of multicultural education, their present attitudes and possible future initiatives. Their reactions are summarised below: LEA X 1. The report on the visits was received with extreme interest, especially issues which had previously not been contemplated within the authority. Within the LEA advisory service there was no one with detailed knowledge and experience of teaching ethnic minority children and whilst most subject specialists were aware of the implications for their own subjects, none had a sufficiently wide grasp of the principles of multicultural education to guide and inform colleagues and schools in their implementation. 2. The lack of multicultural experience extends into the wider educational community and even the colleges of higher education in the area are unable to offer any help. The LEA have to depend on gleanings from the educational press and courses or conferences, picked up almost accidentally and thus lacking cohesion, impetus and direction. 3. The message from this LEA was clear. The principles of multicultural education are still comparatively novel in this rarefied community and the benefit of first hand knowledge and experience is urgently needed to give reality and proportion to the discussion. It is essential that means are devised to make available to remote all-white areas the services of people with expertise in multicultural education. LEA Y 1. A full day meeting was held at LEA Y and discussions were held with the CEO, and other officers and advisers. After receiving the report of the visits, there followed wide-ranging discussion on the points raised. It was interesting to note that they were occasionally surprised and impressed at a number of praiseworthy initiatives and attitudes of which they had been hitherto unaware. 2. The LEA is currently considering the possible appointment of an adviser for multicultural education. Direction and coordination of E2L and mother tongue teaching, as well as other ethnic minority educational and cultural concerns would obviously fall within the responsibility of such an officer. But they are concerned that the wider and more far-reaching issues of multicultural education, particularly as far as the all-white areas of the LEA are concerned, could well be undermined if the post were too narrowly defined and described. 3. It soon became apparent that the LEA, like, they believe, many other authorities with few or no ethnic minority children, is anxious for advice and guidance on a wide range of multicultural education. The activities of the LEA multicultural centre relate mainly to the specific issue of the education of ethnic minority children. As far as the broader issues are concerned, they rely heavily on current literature and occasional courses or conferences that do not always meet their immediate requirements. Unless self supportive cross-territorial arrangements could be agreed between authorities, it would appear that the consultative role of HMI will continue to be of critical importance. LEA Z 1. LEA Z believed that multicultural education was beyond its concern and discussion of my report was delegated to the County Adviser responsible for Geography and a primary school headteacher with experience in a multiracial school. Their lack of knowledge and experience of the matters raised permitted little opportunity for dialogue. 2. The authority adviser felt that although the LEA had no policy or opinion on multicultural education, certain of his colleagues in the humanities area included a number of multicultural considerations in the approach to their subjects. For example, a recent revision of the authority's agreed syllabus for religious education had widened its approach to comparative religion and teachers of geography were retreating slowly from the portrayal of a world simplistically divided into a prosperous West and a relatively primitive undeveloped East. The lack of concern about multicultural education within the schools and the authority was explained by lack of conviction that these matters were of direct concern to themselves, and reflected preoccupation with more immediate organisational and institutional concerns. 3. To some extent the Authority's lack of initiative may be explained by geographical considerations. Its schools are widely dispersed, often unrelated to recognisable population centres. Its teacher centres are necessarily remote from all but a handful of schools, creating numerous problems for in-service teacher education. Advisers' time was occupied with a great deal of travelling so their contact with teachers in schools was very restricted. In any event, few if any were felt to have any direct knowledge of multicultural education. 4. Since the onset of this survey the LEA has appointed an administrative officer to coordinate the teaching of ESL to the few ethnic minority pupils in the area and presumably, by association, some commitment to multicultural education. the issues raised by the survey would also be raised at the next quarterly meeting of all advisers. 
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