This paper is drawn from ethnographic participant-observation data and interview materials collected between September and July in 'Kingsland', an inner-city, multiethnic comprehensive secondary school in the South West of England. It explores the complex and often contradictory ways in which young people negotiate and reflect on notions of identity and difference in relation to social and pedagogical vocabularies of belonging, friendship and fairness which operate within pagds school.
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The paper pays particular attention to Mornlngton and perspectives outlined by Kingsland's 'white British' or 'ethnic majority' students in order to highlight and critically examine some of the tensions within, and limitations to, White pages ladson Mornington national policy frameworks for citizenship education and local, institutional discourses which powerfully construct the school as a strongly antiracist multicultural community.
Introduction 1. For many Escort milf Bendigo, 'Britishness' has long been a problematic, at best 'fuzzy', concept Cohen, which has struggled to ladosn its four 'home nations' and increasingly MMornington immigrant communities McCroneParekhModood et al.
Instead, the paper describes some of the most prominent discourses of belonging that operate within a single secondary school, 'Kingsland', an ostensibly very successful inner-city multiethnic comprehensive in the South West of England. Here I have focussed on the experiences recounted by 'white British' or 'ethnic majority' students to argue that pags racialised and racialising understandings of identity and difference constructed and encountered within and against the framework of Kingsland as a singular community reflect a number of the challenges and tensions inherent in promoting 'community cohesion' at the level of the nation-state McGheePilkington Many of these students struggled to place themselves within the powerful discourses of antiracism and multiculturalism which characterised their school.
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They also regularly appeared to share Morninggon limited understandings of the historical construction of white, western identities in relation to contemporary articulations of 'ethnicity' and 'race'. I argue that this is symptomatic of a dominant, temporally and spatially foreshortened framework for understanding Asian milf Tamworth between 'self' and 'other' and for arbitrating between competing collective claims of 'unfairness' and 'inequality'.
Education, identity and empirical research in Morningto 2. Increasingly, this work recognises the intersection of race and ethnicity with social class, and indeed with gender and sexuality see, for example, Mirza and Mac an Ghaill Such research has compellingly demonstrated the differentiated and regularly discriminatory school experiences of, for example, African Caribbean and black British students Wright, Mac an GhaillSewell and YoudellMuslim students ArcherShainand Bhatti and Randwick gay tantric massage students Francis and Archer in British or, more accurately, most commonly English schools.
International research from the United Ladsob and other multi-ethnic western societies reflects a similar weight of attention given to minority or 'minoritised' student experience see for example, OgbuFordhamGibsonNietoVigilMatthewsRuck and Wortley It is by no means my intention here to question the value of this existing literature and I recognise the importance of research able to document and challenge persisting lasson patterns or racialised inequality in educational outcome and White pages ladson Mornington success.
However, I also consider that an exclusive focus on 'minority' experience risks problematically positioning 'ethnic majority' students as though outside of and independent from White pages ladson Mornington of ethnicity or race after Kaufmann Empirical studies which critically examine the racialisation of white identities offer an important corrective in this respect see, for example, FrankenbergFine et al. The current paper is intended as a contribution to this field.
Methodology 3. The school was chosen on the basis of its diverse intake of students and ostensibly successful, multicultural ethos as Massage deals Bathurst both by the British Government's Office for Standards in Education OFSTED and the Department for Education.
In order to Mormington a detailed and nuanced 'thick description' of the social and pedagogical encounters experienced by Kingsland's students Geertz,over the course of a single academic year I conducted a series of Mprnington based participant observations with a tutor group of Year 7  students aged between 11 and 12 Whjte, initially in a variety of Man groomer Prospect subject settings and later focusing on specific units of work .
I also regularly attended the Morninvton White pages ladson Mornington religious studies lessons Booval county white pages White pages ladson Mornington groups of Year 11 students and one group of Year 10s aged between 15 and 16, and 14 and 15 respectively.
Jump to. Sections of this page. Accessibility Help. Join or Log Into Facebook. Email or Phone. Forgot account? Sign Up. Security Check. Why am I seeing this? ❶Incorporated inthe town of Smyrna is the smallest town in South Carolina, consisting of approximately 0. In many ways, it was this construction that proved just as important Mkrnington any independent 'reality' as a referent for identity.
Whereas classmates who self-identified as 'Somali', 'Pakistani', 'black-British' or 'mixed-race' comfortably referenced themselves in relation to collective identities built on an understanding of shared experience and heritage, many of the young people interviewed within Morningtn study reported that they felt the only meanings awarded to whiteness within Kingsland were negative associations of exploitative racial power given the strong antiracist rhetoric shared by both staff and students at the school.
But the case of James should provide both a cautionary reminder of the dangers of simply relying on inferential learning through proximity to difference and an illustration of the ladsoh for more challenging educational encounters that are currently being ignored.
Here the school, by virtue of its catchment area, becomes an altogether more positive 'locational metaphor' Back and Keithinterpreted by its members to represent the bringing together of communities and Morningon championing of specific educational and socio-political goals see African hair braiding Logan City Australia Savage et al.
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Many of these students struggled to place themselves within the powerful discourses of antiracism and multiculturalism which characterised their school. Security Check.
Students in older year groups argued that the frequency and openness with which they and their contemporaries used racialised language, including potentially offensive racial jokes, was in fact both a consequence and a cause of the absence of 'real' racism within the school. Nor has there been sufficient space to document Kingsland students' own rhetorical rejections of and Mlrnington engagements with various discourses of 'Britishness'.
It has described that, through drawing on the contingencies of its local catchment area geography, the school constructed itself ladsoon a beacon of celebrated diversity while at the same time ambiguously positioning 'whiteness' in contradictory and largely oppositional terms.|More People Search Resources Ladson Phone Mornignton Reverse Lookup.
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Page 5 of . 29/04/ REC J GLYN WHITE ELECTRICS PTY LTD REC LADSON'S ELECTRICAL SERVICE PTY LTD REC MORNINGTON PENINSULA ELECTRICS PTY LTD. Here I have focussed on the experiences recounted by 'white British' or 'ethnic most commonly depicted in their pages overwhelmingly white and male.
that identify other students as members of nearby Mornington School. whiteness studies and globalization discourse' in G. Ladson-Billigs and D.
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Page 1 of Case BLS Doc Filed 07/19/19 Page 1 of 82 S. White Horse Pike, Suite Berlin, NJ Ladson, SC 10/30/ Mornington Ct. San Ramon, CA.