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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 9 Annexes Annex A: Paper* by Derek Cherrington and Ray Giles summarising the findings of a national survey of multicultural aspects of teacher training
*Originally appeared in Chapter Four of 'Teaching in a Multicultural Society - The Task for Teacher Education'. Ed. M Craft 1981. In 1979, we conducted a survey in all the Colleges of Higher Education, Polytechnics and Universities offering teacher education in the UK, to obtain information about courses dealing with multicultural education (1). The survey produced statistical data showing the location, types, level and duration of courses, and also some general information on any current or long term plans for course development, research, publications, staff development, projects or resource centre developments. An additional outcome of the survey is a directory of contact persons who can supply details of courses and other activities in these institutions. The data in the report should be considered against a background of contraction in higher education and especially in teacher education. This contraction is evidenced by a reduction in recruitment levels, financial cuts which affect staffing levels, staff development programmes, and course development as a whole. Secondly, the majority of higher education institutions are not self-validating, and initiating new courses, in multicultural education for example, can take some time. Similarly, during a period of financial restraint local authorities exert some influence over the priorities of the institutions they control, and this can have a deadening effect on course initiatives in such fields of study as multicultural education. However, within that depressing background, there are groups of academics who see themselves as having a role in developing a multicultural curriculum. The authors hope that the survey will enable them and others working in this field of teacher education to extend their network of contacts, and to exchange and develop ideas with a view to new and further course developments. Obviously, surveys of this kind do of necessity have to operate within a rigid time frame and as a consequence are invariably dated when published. Their long-term value lies in creating a reference point from which subsequent progress or otherwise can be charted. Also, by publishing a directory of survey contacts, a potential network is created for use by people active in a field of study, and this can be an invaluable mechanism for the exchange of ideas and information. Since no other national survey in this field in initial teacher education had been conducted, it was decided that the survey would collect basic data and lay the groundwork for a system of continuous updating of such data should the CRE wish to do it. The project began with an initial letter and a 'contact person sheet' which was sent to the heads of all the institutions. The letter and contact sheet were sent out by the CRE as it was felt that such a letter would have more authority coming from the office of the Deputy Chairman, and would greatly enhance the level of returns. Returns from the initial contact letter enabled the researchers to (a) construct the directory of contact persons, and (b) to establish a direct contact for the second phase of the survey. A survey instrument was designed and was sent to each contact person, asking him/her to provide details of any multicultural education programmes or activities being offered in that institution. Follow up procedures were used with all institutions who failed to respond either to the initial contact letter or to the survey instrument. Finally, an analysis of responses to the survey instrument was carried out. The national provision of courses The following are the findings with reference to each of the 3 broad groups of higher education institutions: a. Colleges and institutes of higher education 14 different colleges reported having a total of 26 different courses for multicultural education. Of these 26 courses only 4 were listed as compulsory. On the other hand, there were 46 different courses which were described as containing elements related to multicultural education. These were the combined offerings of 17 different colleges. Of these the majority were compulsory. It would appear that the majority of students and teachers following programmes offered through colleges which emphasise multicultural education, would receive it through compulsory offerings in the foundations and methods courses. In these institutions, there does appear to be a growth of activity in the generation of courses which include some element of multicultural education. It would also appear that the main thrust for development is coming from those colleges which are either situated in or serve large urban conurbations. In terms of new developments and plans, it would appear that some colleges are at the stage of renegotiating the content of courses, especially those validated by the CNAA. The level of new activity does reinforce the view of the researchers that the directory of courses generated by this project should be periodically updated otherwise it will rapidly become outdated. b. Polytechnics There were 18 different courses offered by 9 different polytechnics, and again, only 4 were described as compulsory. There were a number of offerings in the area of multicultural education which were not designated as courses or elements. There were, however, comments to the effect that 14 such units of instruction were compulsory. In these institutions, too, there does appear to be a steady growth of new courses and other developments in the field of multicultural education. It should perhaps be noted that many colleges of education merged with polytechnics in the mid-1970s, and that by now they will be renegotiating the validation of their CNAA courses for a further 5 years. It is likely that we have identified many of the new proposals, but it is equally likely that many more will be in the pipeline in the next 12 months. c. Universities There were only 4 courses on multicultural education offered by 4 different universities. Only one (offered at BruneI) was designated as compulsory, ('Multicultural Education'). There were also 13 courses identified as having elements related to multicultural education at 9 different institutions. Only 3 were designated as compulsory, most were not designated compulsory or optional. With some notable exceptions, there appear to be few obvious new initiatives being taken in this sector of higher education. It may well be that economic restraints operated on this sector of higher education first. A number of institutions indicated that as they were not involved in teacher training they would perforce have to send in a nil return, but this did not necessarily mean lack of interest in the area as evidenced by research activities. There would also be a number of general undergraduate courses available, dealing with race and urban problems, but these were often not listed as they did not fit within a teacher education rubric. Course design and content There were 2 basic approaches for the inclusion of multicultural education into the curricula of various programmes for teacher training. Either multicultural education was offered as a separate course of study, as a part of the programme for the BEd or the Diploma in Higher Education or the Post Graduate Certificate in Education; or multicultural education elements were included in some of the compulsory or optional courses in the various programmes. As far as content is concerned, there were 2 different strategies in evidence for both courses and elements of courses. First, there were courses and elements of courses which helped to prepare teachers to understand and teach about Britain as a multicultural society. A number of institutions offered specific courses for this purpose, for example,
Looking at the titles of the various courses and the descriptions of the elements of courses categorised as 'multicultural', we found a number of specific social groups identified and a variety of themes or issues covered under a number of different disciplines. For example: a. Groups The following groups were referred to specifically as the topic for courses or elements of courses offered by institutions responding to the survey: Africans, American Negroes, Asians, the disadvantaged, immigrant peoples, minority groups, religious groups, Welsh. b. Topics Among the various issues cited as topics for consideration in courses as a part of multicultural education were the following: English as a second language, comparative education, race and education, equality of educational opportunity, urban education, Caribbean literature, attitude formation and the nature of prejudice, minority group children in British society, barriers to learning, identity, treatment of minority groups, migration, race relations, religious and moral education, world religions, African studies, Asian studies, the child in the human situation, language across the curriculum, community education, Third World studies, children with special needs, school and community, compensatory and remedial education. Footnote (1) Giles and Cherrington (1981), funded by the Commission for Racial Equality.
Annex B: Paper* by HMI Ivor Ambrose summarising the findings of an inspection exercise to investigate the coverage of multicultural education in initial and in-service teacher training courses
*Taken from Chapter Nine - 'An HMI Perspective' - of 'Teaching in a Multicultural Society - The Task for Teacher Education.' Ed. M Craft 1981. During the course of 1979/80, an inspection exercise was mounted which aimed at improving the Inspectorate's knowledge of how institutions were taking account, in initial training and in-service courses for teachers, of matters relating to our multicultural society. The exercise was in 2 parts. The first was a largely factual inquiry in 46 of the 69 public sector institutions in England which offer teacher education, i.e. a two thirds sample. The purpose of that inquiry was to bring up to date the general picture of kinds of provision and approach found in the Inspectorate's previous national inquiries and in their more informal contacts. The 46 colleges were visited in HMI's normal course of work. The second part of the exercise consisted of visits lasting 2 or 3 days, by either 2 or 3 HMI, to each of 12 of the 46 institutions, with the aim of learning at first hand, and in some detail, about as many aspects as possible of approaches to educational issues concerning the multicultural nature of society. In the selection of the 12 institutions, account was taken of information from the first part of the exercise which suggested where particular kinds of provision might be found. Visits were also paid to schools used by the 12 institutions to see students at work either on teaching practice or in less formal contact with a school. The institutions consisted of 4 polytechnics, 7 colleges of higher education, and one college concerned only with the initial preparation and in-service training of teachers. It is not possible to comment (here) in detail on the 12 institutions in the second part of the exercise. They did however shed useful qualitative light on the largely quantitative information gained in the first part. It was quite clear from the sample of 46 that there is a very wide range of provision and practice within institutions of teacher training relating to education in a multicultural society. Recent changes associated with the reorganisation of teacher training have undoubtedly had adverse effects on this area of work in some instances, but have afforded new opportunities in others. The overall picture, however, is not a particularly bright one. Without attempting to invest statistics with undue significance, the fact that in the view of staff concerned only 6 cases of improving provision were in prospect (and these were offset by 6 which had already reduced), 12 were uncertain and 22 probably unchanging, suggests a somewhat dormant state. Since some of the last group had little or no provision anyway, it is clear that the topic does not attract strong support in the planning of new courses within some institutions. Confirmation of this fact may be found in the opinion expressed in 21 cases that the issues of a multicultural society were not immediately relevant. This widespread view of multicultural issues not being immediately relevant raises the conceptual question of what is commonly meant by 'education in a multicultural society'. Although some of the institutions expressed clear ideas, well related to the content of their courses, there was a very broad spectrum of views represented across the institutions, ranging from those case study examples to others which limited their consideration to the extent to which pupils from minority ethnic groups were to be found in teaching-practice schools, sometimes ignoring a substantial proportion within the locality. There is a clear need for teacher training institutions to re-examine both their concepts of education in a multicultural society and their courses, to see how they relate. Staffing of this area of work reflected to some extent the conceptual problem. How should one staff such an ill-defined field which is neither a discipline nor a phase of education, and is multidisciplinary in nature though it is not self-evident which disciplines comprise it? Two attributes tended to identify staff, namely, expertise and commitment. The number of tutors with one of these, and the even smaller number with both, were not related to the size of the institution, the location of it or the work it was doing. Large polytechnics with only one lecturer in each engaged on this work, and much smaller colleges of higher education with 3 in each, illustrate the diversity. Further diversity in the form of subject expertise, brought to bear by tutors in such fields as English, sociology, religious studies, history, social anthropology, comparative education, curriculum theory, etc served to indicate that the commitment of individual lecturers tended to determine the provision, rather than any overall view of what fields had a contribution to make. Since most of the BEd degree courses in the 46 institutions were more or less concurrent, they offered a time span of 3 or 4 years in which education in a multicultural society could feature. This had enabled 30 of them to take some account of the topic at an appropriate point within the basic compulsory programme of professional training. Thus, some provision at least was made for all students in those contexts. The contrast with students training to teach by the PGCE route was striking, since only 3 such courses had an explicit compulsory element of education in a multicultural society, and only 5 others had incorporated reference to ethnic minority groups in school and society within basic educational or professional studies. The fact that a third of all the institutions train BEd students who, like the great majority of PGCE students, need take no account, during their preparation for teaching, of education in a multicultural society must be a matter for concern. There is, however, in teacher training circles a widely held view that the student's course should not be overloaded, and some highly desirable elements, if they are to be given sufficient time and treatment to enable them to be done properly, can only be provided as options. Moreover, it may be argued that by choosing from a range of possible courses, a student comes more highly motivated to the one actually chosen. 'Better to do it well or not at all', is the essence of this approach. Most institutions offered an optional course on education in a multicultural society within the BEd, thus enabling an interested student to pursue the topic in the absence of or in addition to any element in the basic education course. The fact that those aspects of this provision which concerned language acquisition, English as a second language, skills and understanding were in general more popular than cultural and social issues such as race relations which aimed at informing and shaping attitudes, is perhaps an indication of the utilitarian and pragmatic predilections of students in a situation of choice. Options within the PGCE, though much less common, produced a similar pattern of choices on the part of students. Practical usefulness, especially for teaching practice purposes, again seemed to be a major determinant in a course being selected. And it is this very criterion which raises one of the main arguments against making provision for education in a multicultural society available solely through an option system, since so much depends on what other options are offered in competition with it. The usefulness of a course on slow learners, audio-visual aids or some such topic may well override a student's interest in multicultural issues as the anxieties of teaching practice draw near. Faced with some sets of options students may feel they have very little choice. In 5 institutions, major study courses corresponding to a traditional main subject were offered which incorporated aspects of the multicultural society. Under titles such as world studies, community studies, urban studies etc, they provided scope for studying in depth a number of issues concerning' ethnic minority groups (often groups with which links had been developed) inside a wider academic framework. Questions as to what aspects of education in a multicultural society should be considered, avoided, ignored or even sought after in a course, are worthy of wide discussion. Whilst one would expect a student's experience of multi-ethnic schools and appropriate course preparation for this to be related to the proximity of the training institutions to areas of settlement by immigrant communities, this was by no means universal. One third of the institutions offering courses on education in a multicultural society did not bring students into sustained contact with multi-ethnic schools or communities, even though some were in areas of substantial ethnic minority populations. Four others, however, situated far away from any multi-ethnic schools, positively sought and provided more distant fieldwork opportunities for students in such schools and in ethnic minority communities on a systematic basis. In-service provision In-service training provision was to be found in fewer than half of the institutions, and the fact that these were located mostly in areas with multi-ethnic schools indicates where teachers perceived their INSET needs to be. The subject matter usually concerned education in a school setting which is multicultural, rather than the wider considerations of education in a society which is multicultural. There is clearly a relatively high demand for award-bearing courses from those teachers in multi-ethnic schools who are seeking to improve their knowledge and professional skills to meet the particular demand of their work. Questions of teachers' status, career structure and the sheer worthwhileness of their committing time to studying education in its multicultural aspects, are closely related to academically respectable qualifications being available to them. But the predominance of award-bearing courses does not stem solely from this source. The institutions themselves often find them more convenient to mount than shorter courses, which may be regarded as the province of the LEA advisory services. It would, however, be a pity if institutions concentrated unduly on award-bearing courses to the neglect of shorter ones which meet the needs of teachers unable to commit themselves to long-term advanced study. Indeed, the best examples of good practice were to be found in cases where an institution had developed a balanced programme of long and short in-service course provision in close cooperation with its local authority's advisory service in multicultural education. Broad geographical areas remain where there is no provision within the notional two ninths of resources available for in-service training, the majority of the institutions making no contribution, even where some aspects of education in a multicultural society feature in their initial training courses. This, together with relatively restricted coverage, noted above, arising from the narrow concentration by other institutions on factors relating to teaching in a multi-ethnic school, means that there is fairly scant treatment of social and cultural issues within in-service provision generally. Evidence from the institutions showed that where good provision exists it has usually been achieved as a result of considerable effort. Institutional reorganisation and the validation of new courses have been the means of negotiating improvements in some courses. There has usually been apparent the strong influence of one or two key tutors with both personal commitment and the facility for involving others with different roles and expertise. Someone with a designated role such as 'coordinator of multicultural education' has often served a useful function, both as a source of knowledge and also in identifying and harnessing the collective and diverse strengths and resources of colleagues. At this time, when courses of teacher training are continuing to change with the progress of revalidation processes, it is worth remembering that the influence of one competent tutor with a specific responsibility in this area of work can be of exceptional significance. Given a nuclear group of interested staff, provision certainly has benefited further by the setting up of organisational machinery for close cooperation, either formally or informally, through working groups and committees. The importance of such a structure could be detected in several institutions visited by the qualities of both academic content and practical work within the courses. Moreover some very significant staff development activity on education in a multicultural society was initiated by this means.
Annex C: Extracts from evidence received from two teacher training institutions reflecting the underlying principles of permeation
A: University school of education The Academic Board recognises the need for all its departments and staff to give active consideration to the relevance of their teaching to a multicultural society, and acknowledges that means must be found to overcome the inertia which inheres in our practices in this respect. We have specified that this will entail staff meetings at departmental level to examine, implement and evaluate changes in practice as well as to provide a supporting structure for these changes. Each department at such staff meetings should: i. critically appraise its own teaching in order that it becomes conscious of racist content, where it exists, so that any such content can be removed;B: Multi-ethnic guidelines for a four year BEd honours degree - college of high education Throughout the four years, every single unit of the programme must demonstrate its commitment, in its content and methodology, to the concerns of Britain as a multi-ethnic society. This is embodied in the multi-ethnic guidelines below and also in the aims and objectives of the courses. It is important to recognise that the approach taken encompasses two basic perspectives: the education of ethnic minority children and the education of all children for a multi-ethnic society. In consequence of the decision to strengthen the multi-ethnic focus of the course programme, the following guidelines have been agreed to assist course units in modifying syllabuses. By the end of the course students will be able to: a. demonstrate a working knowledge of the terminology and perspectives employed within the social sciences as applied to ethnic minority groups 
Annex D: Extracts from evidence illustrating the ways in which multicultural issues have been incorporated in the core studies of various teacher training institutions
A: Outline of BEd educational studies a. Educational studies In Year 1 a course thread for all students will consider the developing multiracial nature of our society from the historical, psychological and sociological viewpoints. This module will be followed up in other years of the course. Details: i. Year 1 Module - course content 1. Historical development of immigration 2. Areas of settlement and the consequent organisational problems created 3. Issues posed for schools in terms of the integration of ethnic minorities and curriculum innovation 4. Language acquisition, development, and its effect upon concept formation, thought and communication 5. Cognitive development: Emphasis in different cultures on factual/conceptual learning, problems in bringing about mutual understanding of the cognitive approach related to different cultural backgrounds 6. Aspects of personality development: Differing cultural 'norms', dual standards, imitation and identification in two cultures etc 7. Study of contemporary social structure and the socialisation process with specific reference to a multiracial situation 8. Community Education Conference: A one day programme considering the variety of ethnic groups in this country and some practical ways in which multiracial schools tackle their problems. This conference will be utilised in the continued study of social factors affecting education. ii. Development of Year 1 Module in Years 2-4 1. Intelligence: Cultural differences relating to intelligent behaviour, cross cultural problems of measurement 2. Learning theory: Cultural differences in conceptual learning to stimulus seeking and stimulus reduction theories of motivation, and in relation to values relating to moral development 3. Motivation: Cultural differences with emphasis on the importance of competence, social motives of affiliation, power, avoidance etc 4. Personality assessment: Self-concept formation cultural determinants relating to self-esteem, self-image and concept of ideal self 5. Concept of deprivation and disadvantage related to the study of educability 6. Study of home, school and community - links with social services, community relations etc 7. Study of sub-cultures, social construction of reality, related to social construction of urban imagery 8. Ideologies - transmission of cultural values 9. The methodology of all philosophy modules in the course require a dispassionate consideration of issues and a commitment to reason (not to prejudice) B: Compulsory core course on education for a multicultural society (for first and middle schools) Within the compulsory education core course which runs throughout the three years of the degree, elements of Education for a Multicultural Society are highlighted as an important part of the total theme under consideration. In year one the theme is human development and studies are made of the relationships existing between maturation and heredity on the one hand, and environmental and cultural influences on the other. Cultural differences are treated specifically by lecture and discussion based upon the series 'The Family of Man', and recur in topics such as child-rearing patterns, socialisation, language and cognitive development, adolescence, and educability. In the second year where the theme is essentially the study of learning and teaching and the sociology of school the effects of immigration upon schools and the performance of minority group pupils are treated. A study of curriculum is undertaken in year three and reference is made to two ways in which school curricula may be changed to meet the needs of a changed and changing society. First and middle school students, in their two-year literacy course, deal in a broad manner with issues relating to the language and learning of immigrants. English as a Second Language specialists are represented on the teaching teams and so are able to give appropriate guidance to those students who wish to pursue matters of concern to greater depth. Human movement specialists, in their professional course examine problems which arise in their specialist subject area from the inclusion of minority group pupils in their classes. All students take a half-unit (18 contact hour) course 'Teaching in the Multicultural School' in their third year. While minority group backgrounds and the nature of the multicultural society are treated here the main focus will be a professional one - on the language and learning aspect of Education for a Multicultural Society. C: Compulsory core course adopted by a university department of education PGCE students take a compulsory course in multicultural education extending over seven weeks in the summer term, two hours per week, during which an attempt is made 'through talks, discussions and visits to various educational establishments, to explore important aspects of learning and teaching in a multicultural society'. A short course must necessarily be selective, but it is hoped to deal with: i. understanding and coming to terms with one's own biases.
Annex E: Extracts from evidence relating to optional courses offered by various teacher training institutions
A: BEd honours course on 'Education for a multicultural society' The course is of 50 hours duration and includes fieldwork and practical experience in schools. It forms two units out of nine in the final assessment of the degree. Objectives This course develops from the Years 1-3 programme in Educational Studies and Curriculum Studies. Students will be able to: 1. Gain some understanding of the sociological/historical/demographic background to immigration. 2. Analyse some of the key issues concerning the role of education in a multicultural society. 3. Critically examine curriculum development in the multiracial school from both a theoretical and an empirical perspective. 4. Attempt to identify the special educational needs of multicultural communities. 5. Analyse the role of the teacher in the multiracial school. NOTE: The student will supplement the learning process by appropriate fieldwork and the practical experience. Brief syllabus 1. The nature, form and structure of multicultural communities in the UK and the development of a multicultural society with its broad implications for education. 2. A critique of the concept of educational disadvantage with special reference to the children of ethnic minority groups. 3. Curriculum development for multicultural education with reference to the following: a. philosophical justification,4. Language development in a multicultural society, implications for language policy, problems of linguistic diversity. 5. The teacher in the multiracial school, pre-service and in-service training, careers, self-fulfilling prophecies, stereotypes, ethnocentrism - the psychology of racialist prejudice - techniques and problems of attitude change. 6. Planning, innovation and management in a multiracial school. The role of public bodies (e.g. DES, LEAs, Schools Council) in educational provisions for a multiracial society. B: Minor elective course on education in modern multicultural Britain Aims To develop an understanding of differing communities within modern multicultural Britain, and to further an awareness of the implications of cultural differences to education. Objectives Students should: 1. acquire a knowledge and understanding of relevant, societal changes in rural/urban communities; 2. have a knowledge and understanding of the expectations of those members of minority groups born in this country and their responses to the economic, social, political and educational provision; 3. reflect on the changes in attitudes by the majority groups towards minority groups in recent years; 4. be encouraged to anticipate the possible trends in British society and to evaluate strategies; 5. have a knowledge of some of the strategies developed both in school organisation and in the curriculum relevant to all people living in modern multicultural Britain. Content 1. An examination of recent sociological trends in rural/urban communities. 2. A study of changes in patterns of settlement in Britain. 3. Concepts of integration, accommodation, assimilation, acculturation. 4. A knowledge of the hopes, aspirations and fears of second/third generation members of minority groups regarding, for example, such issues as racial attitudes, social mobility, employment, the police, education, parliamentary legislation, local authority provision. 5. An analysis of the changes taking place within society of the attitudes of the majority groups towards minority groups. 6. A critical awareness and appreciation of contemporary and future trends regarding the multicultural scene as reflected in the media. 7. A study of school organisation and curriculum implications for education in a multicultural society. Teaching method Lectures, seminars, visits, guest speakers. C: BEd honours course on 'Education for a multicultural society' This course will use sociological, psychological, philosophical, linguistic and historical perspectives. The aim will be to develop a multi-disciplinary approach to the understanding of problems and opportunities presented by the multicultural character of societies such as our own, with particular reference to the role of educational institutions. Lecture, seminar, tutorial work and reading will be supported by visits to relevant institutions, and study of a particular problem or issue will be undertaken through the extended essay which each student is required to complete. SYLLABUS The course is designed in two main sections, representing the two main areas of interest; these are relevantly interrelated in the teaching programme, and do not indicate a chronological sequence. 1. The multicultural society This section of the course content is concerned chiefly with the identification and examination of an appropriate theoretical background against which the interrelationships of race, culture and education may be located and analysed. The nature of a 'multicultural' society is analysed in terms of the variety of ways (e.g. racial, cultural, religious, linguistic) in which diversity is manifested. 'Race' and 'race relations' are interpreted by means of concepts, theories and typologies from the social sciences. An examination is made from the perspectives of sociology, psychology and social psychology of theories of racism and related phenomena (e.g. prejudice, discrimination, ethnocentrism). Specific analysis is undertaken of the issue of race relations in the context of Great Britain. a. the nature of a 'multicultural' society b. dimensions of diversity (e.g. racial, cultural, religious, linguistic) c. relevant concepts (e.g. pluralism; minority group; assimilation and integration; economic function; class) d. theories of prejudice and racism e. perspectives on immigration and race relations: historical, sociological, demographic, socio-political f. analysis of the role and scope of legislation and official agencies. 2. Education and the multicultural society In this section an attempt is made to bring the perspectives identified above to bear upon issues of educational policy and provision. Through the means of the extended essay in particular, the student will make a synthesis of relevant theory in order to analyse and offer a resolution of a particular educational issue or problem. a. values and assumptions underlying the ideas of 'education for a multicultural society', e.g. i. the justification of the promotion of tolerance and intercultural respectb. institutional provision: national and local policy; procedures of organisation and assessment, raising in connection with the latter the 'race and intelligence' debate c. analysis of the role of the teacher; schooling and the socialisation of attitudes; the implications for teacher education d. analysis of the role of curriculum and the justification of curriculum innovations; the rationale of major projects, e.g. of the Schools Council; the concept of curriculum permeation; Black Studies e. language development in a multicultural society: the implications for language policy, organisation and methodology of linguistic diversity. Examples of previous essay titles for this course: Children's literature in a multicultural society. Teacher education for a multicultural society. Underachievement of pupils of West Indian origin in British schools. The contribution of IQ tests and teacher attitudes to the problem of underachievement in ethnic minorities. The West Indian experience in British schools - a language problem? Black Studies and the American and British situation. The development of children's racial attitudes and the school's response. Cultural and identity problems of second generation Asian and West Indian children in Britain. The education of gypsy and travelling children. Cypriots: the education of a minority group in Britain. Second-phase language teaching in the secondary school. Prejudice, its development in the child and the role of education in its eradication. Assimilation and integration: a review of official policy. The West Indian child's experience in the British primary school, with particular reference to language. The Muslim child in the British school with special reference to religious education. Racist textbooks in the British educational system. A survey of organisational policies for the education of a multicultural society in Britain. The occurrence and effect of racial bias in secondary school literature.
Annex F: Extract from evidence describing the work undertaken in a PGCE option course in multicultural education at a university department of education
The course was one of twenty special subject seminars offered to students on the Post Graduate Certificate of Education course at a University Department of Educational Studies in the 1980/1981 session. During the academic year there were just eight hour long sessions: the first three at the end of the autumn term and the remaining five in the summer term. During the spring term all students were out of the department on teaching practice in a range of secondary schools, most with a predominantly or entirely white population. As part of the course work a dissertation was required at the end of the summer term. Eighteen students out of the total of 193 opted for this subject. (1) There were two chemists, a biologist, a physicist and a mathematician, three geographers (2), two historians, three linguists (French) and five English graduates. Only two (a chemist and a physicist) were men. The other chemist was a black student, born in Jamaica and largely educated in England. In addition, the group was joined by a Guyanese student, who though taking a different option for her dissertation attended all the sessions. They gave a number of reasons for choosing this course: 'I realise that during my time in Birmingham I did not understand what made the people around me tick. I would like to gain more insight into differences between cultures.'The course was designed to illuminate these questions, and in doing so to give as much attention to the attitudes and educational needs of pupils in the majority all white schools as to those from minority groups (3). Ideas, beliefs and misconceptions about black and Asian ethnic groups are widespread and affect the understanding of children far from multiracial cities. The sessions were intended to tackle problems which students might meet on teaching practice in country areas as well as in city schools. In fact only six of the teaching practice schools had significant numbers of black (Caribbean) and Asian (mainly Muslim pupils). Autumn term sessions The first two sessions were shared equally between a consideration of the position of some of the minority groups of secondary school age and the phenomenon of racial prejudice among the majority white school population. The third session allowed time to discuss ways of gathering impressions and evidence while on teaching practice; this could form a basis for the summer term dissertations. Although only four of the group had attended multiracial schools as children, several had at some time lived or studied in towns where minority groups had settled. One of the English graduates had taught in the Caribbean on VSO; another had worked in an immigrant centre and two had been involved with Saturday schools for West Indian children. So they brought a variety of experience to the discussions. As a framework for considering the range of positions which minority groups might adopt, we used the chart: the assimilation variables (figure 1). This forced students to define terms more precisely instead of using words like 'integration' and' 'assimilation' indiscriminately. It was necessary to look at different aspects of a group's culture and to perceive that a family might change some elements of its life style without breaking with the essential values of its traditions. It enabled us to understand the subtle choices teenagers might be facing and it directed attention to the role of majority attitudes in defining the scope of some of those choices. Part of this first hour's discussion centred on the students' perception of the problem of intergenerational conflict and the dilemma faced by young people who wanted to conform in some ways to the norms of their white peers, but who were prevented from doing so by their parents. When there is such a conflict, what is the role of the teacher and what are the rights of the family? There was some antagonism to the notion of the right of a family or of a larger kinship group to retain its cultural identity. One student argued that entry into the structure of society depended on adaptation to British norms, and another felt strongly that retention of a separate cultural identity could foster a backward-looking conservatism, an argument that was supported by reference to the Polish community in West London. How important is ethnic and cultural identity to school children from the various minority groups? This was the major question raised in the first session and it could be approached only by close attention to the behaviour, opinions and wishes of people from the minorities. As a start, students were referred to extracts from writings and transcribed interviews by black children and young people and to a bibliography. The second session focused on the attitudes of white people with reference to the incidence of prejudice found among school pupils. The hour took the form of role play, followed by a report back and discussion. In groups of three or four in a simulated staff room conversation, students were faced with quotations taken from children's essays. Supposing these pieces had to be handed back to a class with comments, what would they do? After an inconclusive debate, the majority felt that an off-the-cuff response might be ineffective or even counter-productive, and that only an all school policy and cross-curriculum development could stand any chance of challenging misconceptions, correcting bias and allaying fears. The major question of how far a teacher should express personal views or try to influence pupils spilled over into the following and final session of the term. This is a subject of controversy in schools. Rob Jeffcoate has argued that it is a mistake to try to suppress racist remarks and National Front literature because 'the school is probably the only place in most children's experience where it (the debate) can be undertaken with a semblance of rationality' (Jeffcoate, 1979). The problem had to rest until the summer term when it could be related to policies and practices found in schools. The role play session and ensuing debate had at least given the group the opportunity to talk through some possible responses; one student later reported that it had given her a perspective that helped her to stay cool when faced with fairly acrimonious opinions in a third year classroom. Finally in this third session we went over a check list of points to look out for during the teaching practice term.
(Note that this analysis lacks reference to economic factors and the vital issue of job availability and opportunity for promotion.) Summer term sessions Two sessions were devoted to a sharing of experiences and findings: the first in the mainly or all white schools and the second in the multiracial schools. By sharing these first-hand accounts, the group gained an overall impression of the state of race relations in widely differing schools in both rural and urban areas. One of the English students had prepared a set of visuals as a stimulus for writing, by cutting out and mounting photographs of people, including some black and Asian characters (4). Her practice school was in a small market town a good 15 miles from any multiracial area. She reported that several children had seemed taken aback and nonplussed when faced with photographs of black people. 'How do we write about this?' one girl had asked. In a rural comprehensive, a third year class had spontaneously expressed strong antagonism to 'the take-over of (our town) by Asians'. This was a medium-sized market town where Muslims had experienced difficulty in getting planning permission to convert a terrace house into a mosque. This had been widely reported in the local press. A few miles away, a geography student had found a concerned and liberal VIth form following a course on development in the third world; and another student teaching French at the same school confirmed the concern among the VIth formers. but found that their benevolent attitudes were not translated into practical help for the Asian children in the school who needed extra language teaching (a fairly normal human failing: to ignore the need on the doorstep). In the junior forms there was some evidence of antagonism. The most disturbing evidence came from the Guyanese student who had done her teaching practice in a suburban school where there was just a handful of black pupils. After the Brixton riots (April 1981) she had found herself challenged by some of the children and associated with and in a sense blamed for the behaviour of West Indians. She is of Asian, not African descent, has lived in a middle class English environment all her married life, and has little or no cultural affinity with British born inner city blacks. The association in the minds of the white children was based solely on skin colour. She discussed this incident, which involved only a small number of children, with two of the younger staff at the school. They were very sympathetic and one revealed that they had already discussed the riots with pupils, and had tried to rationalise pupils' reactions to them. Although the student felt that most of the children at the school were not racist, before the incidence of the riots a boy had written in his exercise book, and scored out the first part of the sentence: 'Its real crap being taught by a wog'. The black, Jamaican-born student had experienced no similar problems with white pupils. But the school where she did her teaching practice was one of the most multiracial in the city. As a black person she was no rarity; as a black teacher she was. Indeed the black students consulted her over all sorts of matters from careers advice to discipline problems. The fact that the black pupils sometimes referred to her more readily than to their regular teachers at first caused slight friction in the staff room, but her knowledge and understanding of the Rastafarian movement eventually proved valuable in easing some of the difficulties between staff and pupils. She was to be offered a post in the chemistry department but was not able to take it up. Overall, the picture that emerged was one of a wide range of attitudes and opinions among children, and of a general neglect of the issue in the staff room of both white and multiracial schools, with a single exception. Apart from extra language teaching, pupils from minority groups were not considered to have any special educational needs, and racist remarks or antagonistic behaviour were disciplined rather than challenged and discussed. Curriculum development in the area of multicultural education received very little attention. Two of the geographers had found valuable and relevant work and explored the issues in their dissertations. English students were disappointed by the neglect of literature by African, Caribbean and Indian writers. All reported a general lack of interest and awareness. As one student summed it up: '--- school, situated as it is in a medium-sized, prosperous market town, has none of the racial problems of an inner city school and seemed to take a very indifferent attitude to the whole question. Little, if any, of the curriculum had been designed, as far as I could tell in discussions with other members of staff, with a positive attitude towards racial problems as an objective.' But, as the Guyanese student had found to her discomfort, racism could be openly expressed in the most prosperous middle class environment. That school had as great a problem as any in the city; racism was manifest but it was not perceived as a problem by most of the staff and the student herself had not felt able to report the antagonism she had experienced to senior staff or to the head. After two report back sessions, an anthropologist gave a seminar on her field work with a group of Muslim families settled in the area and their relations in a group of villages in the Punjab area of Pakistan. She described the coherent and continuing culture of the families, their frequent visits to a network of kin living in Glasgow, Rochdale and Newport and their regular contacts with the Punjab. Particularly striking was her recollection of meetings in the villages with pupils educated in city schools, and her perception of the capacity of these teenage girls and boys to span the two cultures without undue strain. This seminar challenged some of the generalisations, based on more superficial media information that had been voiced in the first session of the autumn term, and showed that continuity and change are not necessarily incompatible, given the strength of the Muslim religion and the persistence of family ties. In the last two of the five summer term sessions the group split into two so that everyone would have an opportunity to hammer out the most difficult and basic issues: how could racial prejudice be explained and what role, if any, can the school play, both in handling tensions that arise and getting to the roots of racism. For each group one student presented an argument; in each case it was knocked down in favour of a more complex set of interrelated explanations. In the final session students took a set of objectives and started to work out some of the implications for the curriculum. Conclusion This description of the programme of the course may be useful to other institutions planning to introduce courses on issues in multiracial education. Such courses remain rare and this account may enable students to run their own meetings for discussion. Obviously there were many deficiencies. We needed more time for detailed case studies to match the seminar on Muslim families, and time for further exploration of our own feelings on race and on the rights of minority groups to find solutions to the dilemmas of adapting to a new society without damaging the essential qualities of their own culture. In planning a course it is not essential to have access to inner-city multiracial schools. One of the lessons learned from the students who did their teaching practice in rural and suburban schools was that racial prejudice can manifest itself in the most unexpected places and contexts. The beliefs, assumptions and expectations of white pupils must affect the way they will react to black people. Families move in search of jobs; students from country areas go to study or teach in the cities; the minority groups themselves move into the suburbs as they become able to afford higher house prices. Society is not static. The issues raised here are relevant to all students of education in this country. Footnotes (1) Plus one who left at Christmas to take up a research post. (2) One of the geographers got a job overseas, and so decided to write her dissertation under the direction of the Tutor for seminars on Aspects of Education in Developing Countries. She continued to attend this group's seminars. (3) West Indian Children in our Schools (HMSO, 1981) (The Rampton Report) Page 28, quotes comments by pupils in an all white secondary school in a rural area. Education for a Multi-racial Society (Schools Council 1981), chapter 9, cites similar evidence. (4) Magazines like Ebony and Roots are useful sources of material to use alongside colour supplements.
Annex G: Council for National Academic Awards Committee for Education Multicultural Working Group: Multicultural Education: Discussion Paper (1984)
I INTRODUCTION 1.1 This discussion paper has been prepared by the committee for education's working group on multicultural education, following debate within the group, consultation with boards and panels of the committee, receipt of written responses to an earlier draft from a number of CNAA institutions, and discussions at the DES/CNAA conference of Bedford College of Higher Education ('The Place of Multicultural Education in Teacher Training Institutions', September 1983). 1.2 The purpose of the paper is to suggest some principles in respect of multicultural and antiracist education and it contains an agenda or checklist of items which might be included in courses for teachers both in schools and in further education colleges being prepared for or developing their role in a multicultural society. The paper recognises the need for an education which reflects the reality of our culturally diverse society. It is based upon the view that all education should be multicultural, appropriately reflecting the social, cultural, political and economic complexity of our society. The working group wishes to acknowledge the importance of various sources of cultural, social and economic diversity arising from ethnicity, race, class, gender, religion and region. 1.3 The working group is aware that multicultural education is a sensitive area of concern. Any statement of this kind is certain to be controversial. It is hoped however that this paper, which attempts to suggest the aims and objectives of multicultural and antiracist education in a teacher education context, will provoke further discussion within institutions among those staff who are involved in the training and education of teachers. The working group hopes that it will engender commitment, interest, and a determination to act, and it urges institutions to consider how aims might be translated into appropriate course structures, contents, and processes. 1.4 The issues raised in this paper are relevant across the spectrum of teacher education, whatever the age phase or subject specialism of the teacher. They are equally germane to both schools and further education institutions, as well as for initial and for in-service courses. The sharply focused character of some in-service courses, particularly diplomas, may require subtle handling of this dimension. 2 AGENDA FOR MULTICULTURAL AND ANTIRACIST EDUCATION 2.1 Education for diversity and for social and racial harmony suggests that the richness of cultural variety in Britain, let alone over the world, should be appreciated and utilised in education curricula at all levels. This can only have beneficial effects for all students in widening cultural awareness and in developing sensitivity towards the cultural identity and practices of various groups. At the same time, the serious study of race relations (and of ethnic, religious, class and gender relations) should also be seen as a necessary part of education in our society. 2.2 The paper recognises that without a clear understanding of the importance of achieving equality of opportunity in social and economic life, multicultural education will be of limited value. Awareness of cultural diversity has to be united with awareness of social, economic and political processes in our society. 3 TEACHER EDUCATION COURSES Given the wider role that teachers in schools and in further education have to play in this recognition of the importance of multicultural and antiracist education, there is a need to consider the implications for their education and professional preparation. In designing courses of teacher education institutions should bear in mind the following: Teachers need to i be equipped to prepare all young people for life in a multicultural and racially harmonious societyThese five areas of professional preparation (each of which is considered below in more detail) should be met by means of a variety of course design approaches, including permeation strategies, core course elements, and special options. 3.1 The multicultural and racially harmonious society The curriculum of a course of teacher education should be such as to prepare professionals to cater for the needs of all children and students. It is suggested that this would be achieved by i permeating all elements of the course with multicultural and antiracist considerations, in both practical and theoretical components3.2 Intercultural relations and the social and economic context Teachers should be made aware of the context in which they will work. Courses should provide a broad theoretical framework which encompasses i the patterns of living, social customs, religions, attitudes and economic condition of different ethnic and racial groupsIt is recognised that in the time available it will only be possible to study some of these areas among which there has been no attempt here to establish priorities. Courses of inservice training may, however, seek different emphases than those outlined above. 3.3 Awareness of racism In the light of the recent comments and definitions in the Rampton Report (1981) on the educational effects of unintentional racism in schools and colleges it is important that all prospective and in service teachers should be i sensitive to the presence of unintentional racism in their own expectations, evaluations of and attitudes towards students from ethnic minority groupsThe short list above is intended to be illustrative and it is expected that particular institutions will wish to augment it to match their particular needs. 3.4 The school, the further education college and the classroom Teachers should be equipped for their work in schools and further education colleges by recognising i cultural diversity as a source of social and curriculum enrichment4 INSTITUTIONAL CHANGE AND PROFESSIONAL DEVELOPMENT In order to move towards the achievement of the measures suggested in this paper, institutions may wish to consider their staffing and staff development policies. In addition to a designated multicultural coordinator (already existing in many institutions), some wider institutional mechanisms in the form of a coordination committee for multicultural and antiracist education might be established. Such a committee could include representatives of a comprehensive range of disciplines within the institution. One of its major tasks could be to develop a policy statement for the institution on multicultural and antiracist education. Staff development through an appropriate variety of strategies will obviously be desirable as will the development of close working relations with ethnic minority groups and other groups working against discrimination in the local community. This may be of particular significance to teacher education and training institutions in their attempts to afford tutorial staff substantial and recent experience of work in this context.
Annex H: Data from Little and Willey's research report 'Studies in the multi-ethnic curriculum' relating to in-service training
Annex I: National programme of 'Training the trainers' courses
The programme was initiated by and is under the overall direction of Professor Maurice Craft, Chairman of the School of Education at Nottingham University. It is funded by the DES, Shell UK Limited and Boots Charitable Trust. Details of the course included in the first phase* of the programme *A second phase of the programme is being planned for 1984-1985 and will establish similar courses in the following six institutions: Bedford College of Higher Education, Bristol Polytechnic, Moray House College of Education, Edinburgh, St Martins College, Lancaster, Southampton University and University College, Cardiff. Birmingham Polytechnic Three one-term courses will be mounted during 1984, for lecturers in initial teacher training, and LEA advisers and senior teachers responsible for staff development. Each course will examine the changes in British society which have led to the need for a multicultural perspective in the school curriculum; multicultural education in practice, as well as the underlying rationales; racism awareness programmes; the roles of the various agencies involved in the training and development of teachers, and the ways in which curriculum reform can be implemented. Each course member will develop plans directly related to his/her own particular professional role. Each course will comprise two two-day conferences, with three one-day seminars in between spaced over a period of about twelve weeks. The main emphasis will be on personal development through involvement in the course, and making new contacts with teachers and children in the community. Liverpool University A two-term course will be offered in the spring and summer terms 1984, for teacher educators at both initial and in-service levels, and including senior teachers who have responsibilities for in-service work. The course will be designed to help participants to become more aware of the problems and of the opportunities facing education in a multicultural and multiracial Britain. That awareness will be promoted by the presentation of information, and by considering strategies for change in relation to participants' roles as teacher educators. The course will have a strong local focus, and it will aim to stimulate discussion and reflection rather than to present any particular viewpoint. The course will be organised from the University of Liverpool Faculty of Education and Extension Studies, and will comprise two whole-day sessions (including a racism awareness workshop) and eight afternoon sessions. London University Institute of Education The Institute's training-the-trainers course will be focusing its efforts upon a single institution, rather than recruiting from several. An Institute of Higher Education with significant initial and in-service teacher education programmes will participate over three terms, commencing in October 1983. There will be theoretical inputs on intercultural relations (including prejudice, discrimination and racism), the needs of all children in a plural society, and the particular needs of ethnic minority children. In addition to these studies, there will be practical work in local primary schools. It is therefore envisaged that this model will lead (a) to a greater understanding by the participating teacher educators of both the general and the specific issues relating to education in a culturally diverse society, as well as (b) initiating a piece of useful action research that will be of benefit to both the institution and the schools involved. Manchester Polytechnic A two-term course will be mounted during 1983-1984 for lecturers, advisers, and others involved in teacher education. The course will aim to offer participants an opportunity to learn more about the context of multicultural education, and to reappraise their own practice. It will examine the changing needs of all children in a multicultural society, as well as the particular needs of those from ethnic minorities. Educational issues such as differences of attainment, language and opportunity will be considered against a wider background of economic and political pressures. Questions of race, racial awareness and prejudice will be explored. There will be subject workshops, contributions by local teachers, and opportunities for participants to develop their own work. Coordination will be provided by a staff team from the Polytechnic and there will be visiting speakers of national standing. Nottingham University A two-term course beginning in October 1983 will be offered to lecturers, advisers and senior teachers involved in teacher education. It will have three main features. The first will be an exploration of recent developments in key areas of the field, such as multicultural curriculum and minority language issues. Specialists will lead discussion at two two-day conferences. The second feature will be to encourage members to pursue short, individual study programmes, with tutorial guidance, into multicultural education topics of their own choice, and reflecting their existing training commitment and expertise. The third feature will be the provision of an opportunity for participants to widen their own expertise by observation and practice in schools or other institutions. In addition, two one-day workshops will consider (a) the question of resources, and (b) techniques for working effectively with students/teachers on controversial subject matter. Sunderland Polytechnic Three one-term courses will be offered during the 1983-1984 session for teacher educators in the region. The aim of each course will be to work in a collegial fashion with advisers, lecturers and senior staff in schools, to develop knowledge, skills and attitudes which will in turn serve to enhance both the content and approach in their work in multicultural education, with pre- and in-service teachers. A strong element in each course is attachment and practical experience. There will be an action-research dimension which will include the collection of evidence/information about the process of involving colleagues in the development of the field. A central issue in this region will be the need for all schools, whether or not they are ethnically mixed, to appraise educational principles and curriculum content in the light of our recognised membership of a multicultural society.
Annex J: Admissions of ethnic minorities to teacher education studies from access courses
1. Table 1 shows the admissions of ethnic minorities (EMs) to higher education institutions (HEIs) for the four sessions 1980-81 to 1983-84, in response to the DES Letter of Invitation of 2nd August 1978. 2. Table 1 EM admissions from preparatory BEd courses 3. Table 2 Age ranges of Caribbean students on admission to preparatory BEd courses 4 Comments 4.1 The above figures relate only to BEd studies. It is not possible to know how many former Access students will later proceed to a PGCE course. 4.2 Very few students have proceeded to BEd studies after completing a multiple-exist course. 4.3 225/323 (69.7 per cent) of EM students successfully completed Access studies. The pass rate for all Access courses during the same period was 67.3 per cent. The pass rate for each session was:
4.4 197/225 of the successful students (87.6 per cent) proceeded to BEd courses, virtually all to the linked HEI. 4.5 The proportion of men/women was 33/164 (16.8 per cent/83.2 per cent) who entered Higher Education: 4.6 The proportion of Generalist/Specialist studies envisaged was 264/59 (81.7 per cent/18.3 per cent) 4.7 95 per cent of the Caribbean students entering Access courses were in the 20-39 age range and 68 per cent in the 20-29 age range. 
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