Bruce Carrington
Biographic Data
| ID | 3797460 |
|---|---|
| NAME | Bruce Carrington |
| GIVEN NAMES | Bruce |
| FAMILY NAME | Carrington |
| SIGNATURE | CARRINGTON B |
| AFFILIATIONS | Newcastle University |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 128 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 8 |
Gender ‘matters’ in the primary classroom
A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For the…
A perfect match? Pupils’ and teachers’ views of the impact of matching educators and learners by gender
British government policy on teacher recruitment gives a high priority to increasing the number of male teachers, particularly in primary schools. This focus stems from concern to challenge ‘boys’ underachievement’: policy‐makers believe that ‘matching’ teachers and pupils by gender will improve boys’ engagement with school. Yet there is little evidence to support such assumptions which, as this article notes, are predicated on out‐dated theories…
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers a…
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were ‘personal’ and ‘family’ reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) i…
Children’s Constructions of Their National Identity
Despite the need for pedagogic interventions to counter the influence of racism, ethnocentrism and xenophobia, such measures continue to be criticized by neoconservatives on both sides of the Atlantic. In the United Kingdom, since the late 1980s, the influential cultural restorationist wing of the New Right has not only derided and lampooned such interventions, but has sought to impose its own narrow, exclusivist and cultural-racist construction …
Re-thinking 'role models
Since 1997, the Blair administration has taken various steps to make school teaching a more inclusive occupation. For example, in England and Wales it has introduced measures to increase levels of male recruitment to primary teaching and attract more ethnic minority entrants to the profession. This paper shows how these policies have been legitimated by an appeal to commonsense notions about the salience of 'role models' in socialization. Underly…
The Recruitment of New Teachers from Minority Ethnic Groups
This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions. The interviews revealed differences between institutions in th…
Recruitment of New Teachers from Minority Ethnic Groups
This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England.The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions.The interviews revealed differences between institutions in the …
Fitting into Categories or Falling Between Them? Rethinking ethnic classification
The collection of ethnic and racial statistics has become common in a growing number of institutional settings. Yet contemporary approaches to race and ethnicity suggest that the very process of compelling people to assign themselves to one of a small number of racial or ethnic 'boxes' is, at best, essentialist and, at worst, racist. This article will explore this problematic terrain, and venture a pathway through it, with the aid of findings fro…
The Other Canadian 'Mosaic'-'race' equity education in Ontario and British Columbia
While the influence of multicultural and anti-racist education has declined significantly in England and Wales since the late 1980s (as a result of the continuing impact of New Right thinking on education policy), this has not occurred in other countries. For example, in Canada successive federal administrations-irrespective of political hue-have remained firmly committed to Pierre Trudeau's (1971) pluralistic notion of the Canadian 'mosaic' and …
Constructions of Anti-racist Education in Britain and Canada
The aim of this paper is to compare constructions of anti-racist education in Canada and Britain. Particular attention is given to developments in the province of Ontario and in England and Wales. It is argued that the ideological characteristics of anti-racism in each country have been shaped by particular national and local discourses of 'racial', national and political identity. We show that while the impact of anti-racism on educational polic…
Racism in Children's Lives
Policy or presentation? The psychology of anti-racist education
In this paper, we outline a number of strategies to obviate resistance to anti‐racist education, especially in ‘all‐white’ areas. Drawing upon psychological research on attitude formation and change, we argue that there is a clear need to re‐think the packaging and targeting of such policies in order to broaden their appeal. It is our contention that anti‐racists must now stress that their educational philosophy is entirely compatible with a demo…
Doubting Thomas
Breakthrough to political literacy
Although the Swann Committee's Report on the education of children from ethnic minority groups in Great Britain (1985) generally embraces a cultural pluralist rather than antiracist perspective on education, it nevertheless acknowledges that all schools (irrespective of phase, ethnic composition or location) should play a more active role in challenging manifestations of racism at both individual and institutional level. The Report advocates that…
Gender, leisure and sport
Although there is a growing body of research in the United Kingdom into gender differences in leisure opportunities and behaviour, little is known about the extent to which such differences are modified by ethnicity. In this paper we present the findings of an exploratory investigation into factors influencing the lifestyles of young people of South Asian descent and appraise various strategies to obviate gender inequalities in their leisure
Social Mobility, Ethnicity and Sport
This paper considers the extent and possible cultural significance of Afro-Caribbean male involvement in U.K. sport. An appraisal of the available evidence on ethnic differences in participation, at school and post-school levels, is undertaken in an attempt to show that not only do members of the group in question seem to place a high value on achievement in sport, but that a growing number may now perceive a sporting career as a potential means …
Athleticism and the reproduction of gender and ethnic marginality
Our paper explores the construction of ethnic and gender identities through sport and physical education, arguing that the social attitudes of women and members of ethnic minorities to sport helps to define their marginal position in society. We analyse the literature with respect to ethnicity, gender and sport within the framework of recent ethnographic research, and show how gender and ethnic factors markedly affect attitudes to sport. The wide…
Re-thinking 'role models
Since 1997, the Blair administration has taken various steps to make school teaching a more inclusive occupation. For example, in England and Wales it has introduced measures to increase levels of male recruitment to primary teaching and attract more ethnic minority entrants to the profession. This paper shows how these policies have been legitimated by an appeal to commonsense notions about the salience of 'role models' in socialization. Underly…
Fitting into Categories or Falling Between Them? Rethinking ethnic classification
The collection of ethnic and racial statistics has become common in a growing number of institutional settings. Yet contemporary approaches to race and ethnicity suggest that the very process of compelling people to assign themselves to one of a small number of racial or ethnic 'boxes' is, at best, essentialist and, at worst, racist. This article will explore this problematic terrain, and venture a pathway through it, with the aid of findings fro…
Social Mobility, Ethnicity and Sport
This paper considers the extent and possible cultural significance of Afro-Caribbean male involvement in U.K. sport. An appraisal of the available evidence on ethnic differences in participation, at school and post-school levels, is undertaken in an attempt to show that not only do members of the group in question seem to place a high value on achievement in sport, but that a growing number may now perceive a sporting career as a potential means …
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers a…
Constructions of Anti-racist Education in Britain and Canada
The aim of this paper is to compare constructions of anti-racist education in Canada and Britain. Particular attention is given to developments in the province of Ontario and in England and Wales. It is argued that the ideological characteristics of anti-racism in each country have been shaped by particular national and local discourses of 'racial', national and political identity. We show that while the impact of anti-racism on educational polic…
A perfect match? Pupils’ and teachers’ views of the impact of matching educators and learners by gender
British government policy on teacher recruitment gives a high priority to increasing the number of male teachers, particularly in primary schools. This focus stems from concern to challenge ‘boys’ underachievement’: policy‐makers believe that ‘matching’ teachers and pupils by gender will improve boys’ engagement with school. Yet there is little evidence to support such assumptions which, as this article notes, are predicated on out‐dated theories…
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were ‘personal’ and ‘family’ reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) i…
Gender, leisure and sport
Although there is a growing body of research in the United Kingdom into gender differences in leisure opportunities and behaviour, little is known about the extent to which such differences are modified by ethnicity. In this paper we present the findings of an exploratory investigation into factors influencing the lifestyles of young people of South Asian descent and appraise various strategies to obviate gender inequalities in their leisure
Gender ‘matters’ in the primary classroom
A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For the…
The Other Canadian 'Mosaic'-'race' equity education in Ontario and British Columbia
While the influence of multicultural and anti-racist education has declined significantly in England and Wales since the late 1980s (as a result of the continuing impact of New Right thinking on education policy), this has not occurred in other countries. For example, in Canada successive federal administrations-irrespective of political hue-have remained firmly committed to Pierre Trudeau's (1971) pluralistic notion of the Canadian 'mosaic' and …
The Recruitment of New Teachers from Minority Ethnic Groups
This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions. The interviews revealed differences between institutions in th…
Breakthrough to political literacy
Although the Swann Committee's Report on the education of children from ethnic minority groups in Great Britain (1985) generally embraces a cultural pluralist rather than antiracist perspective on education, it nevertheless acknowledges that all schools (irrespective of phase, ethnic composition or location) should play a more active role in challenging manifestations of racism at both individual and institutional level. The Report advocates that…
Athleticism and the reproduction of gender and ethnic marginality
Our paper explores the construction of ethnic and gender identities through sport and physical education, arguing that the social attitudes of women and members of ethnic minorities to sport helps to define their marginal position in society. We analyse the literature with respect to ethnicity, gender and sport within the framework of recent ethnographic research, and show how gender and ethnic factors markedly affect attitudes to sport. The wide…
Doubting Thomas
Athleticism and the reproduction of gender and ethnic marginality
Our paper explores the construction of ethnic and gender identities through sport and physical education, arguing that the social attitudes of women and members of ethnic minorities to sport helps to define their marginal position in society. We analyse the literature with respect to ethnicity, gender and sport within the framework of recent ethnographic research, and show how gender and ethnic factors markedly affect attitudes to sport. The wide…
Social Mobility, Ethnicity and Sport
This paper considers the extent and possible cultural significance of Afro-Caribbean male involvement in U.K. sport. An appraisal of the available evidence on ethnic differences in participation, at school and post-school levels, is undertaken in an attempt to show that not only do members of the group in question seem to place a high value on achievement in sport, but that a growing number may now perceive a sporting career as a potential means …
Doubting Thomas
Breakthrough to political literacy
Although the Swann Committee's Report on the education of children from ethnic minority groups in Great Britain (1985) generally embraces a cultural pluralist rather than antiracist perspective on education, it nevertheless acknowledges that all schools (irrespective of phase, ethnic composition or location) should play a more active role in challenging manifestations of racism at both individual and institutional level. The Report advocates that…
Gender, leisure and sport
Although there is a growing body of research in the United Kingdom into gender differences in leisure opportunities and behaviour, little is known about the extent to which such differences are modified by ethnicity. In this paper we present the findings of an exploratory investigation into factors influencing the lifestyles of young people of South Asian descent and appraise various strategies to obviate gender inequalities in their leisure
Policy or presentation? The psychology of anti-racist education
In this paper, we outline a number of strategies to obviate resistance to anti‐racist education, especially in ‘all‐white’ areas. Drawing upon psychological research on attitude formation and change, we argue that there is a clear need to re‐think the packaging and targeting of such policies in order to broaden their appeal. It is our contention that anti‐racists must now stress that their educational philosophy is entirely compatible with a demo…
Racism in Children's Lives
Constructions of Anti-racist Education in Britain and Canada
The aim of this paper is to compare constructions of anti-racist education in Canada and Britain. Particular attention is given to developments in the province of Ontario and in England and Wales. It is argued that the ideological characteristics of anti-racism in each country have been shaped by particular national and local discourses of 'racial', national and political identity. We show that while the impact of anti-racism on educational polic…
The Other Canadian 'Mosaic'-'race' equity education in Ontario and British Columbia
While the influence of multicultural and anti-racist education has declined significantly in England and Wales since the late 1980s (as a result of the continuing impact of New Right thinking on education policy), this has not occurred in other countries. For example, in Canada successive federal administrations-irrespective of political hue-have remained firmly committed to Pierre Trudeau's (1971) pluralistic notion of the Canadian 'mosaic' and …
The Recruitment of New Teachers from Minority Ethnic Groups
This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions. The interviews revealed differences between institutions in th…
Recruitment of New Teachers from Minority Ethnic Groups
This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England.The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions.The interviews revealed differences between institutions in the …
Fitting into Categories or Falling Between Them? Rethinking ethnic classification
The collection of ethnic and racial statistics has become common in a growing number of institutional settings. Yet contemporary approaches to race and ethnicity suggest that the very process of compelling people to assign themselves to one of a small number of racial or ethnic 'boxes' is, at best, essentialist and, at worst, racist. This article will explore this problematic terrain, and venture a pathway through it, with the aid of findings fro…
Re-thinking 'role models
Since 1997, the Blair administration has taken various steps to make school teaching a more inclusive occupation. For example, in England and Wales it has introduced measures to increase levels of male recruitment to primary teaching and attract more ethnic minority entrants to the profession. This paper shows how these policies have been legitimated by an appeal to commonsense notions about the salience of 'role models' in socialization. Underly…
Children’s Constructions of Their National Identity
Despite the need for pedagogic interventions to counter the influence of racism, ethnocentrism and xenophobia, such measures continue to be criticized by neoconservatives on both sides of the Atlantic. In the United Kingdom, since the late 1980s, the influential cultural restorationist wing of the New Right has not only derided and lampooned such interventions, but has sought to impose its own narrow, exclusivist and cultural-racist construction …
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were ‘personal’ and ‘family’ reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) i…
A perfect match? Pupils’ and teachers’ views of the impact of matching educators and learners by gender
British government policy on teacher recruitment gives a high priority to increasing the number of male teachers, particularly in primary schools. This focus stems from concern to challenge ‘boys’ underachievement’: policy‐makers believe that ‘matching’ teachers and pupils by gender will improve boys’ engagement with school. Yet there is little evidence to support such assumptions which, as this article notes, are predicated on out‐dated theories…
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers a…
Gender ‘matters’ in the primary classroom
A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For the…
Sociology (17 works) · Gender Studies (11 works) · Pedagogy (11 works) · Psychology (11 works) · Ethnic group (9 works) · Political science (8 works) · Gender Studies (7 works) · Law (6 works) · Critical Race Theory in Education (5 works) · Gender Roles and Identity Studies (5 works)