Legitimizing Black academic failure: deconstructing staff discourses on academic success, appearance and behaviour
Legitimizing Black academic failure: deconstructing staff discourses on academic success, appearance and behaviour
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黑人学业失败的合法化：解构员工关于学业成功、外表和行为的话语
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发表时间：
2007
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通讯作者：
Nicola Rollock
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作者：
Nicola Rollock
黑人（特别是加勒比黑人）学生的学业成绩仍然较低，这一点现在已得到公认。然而，迄今为止，还没有一项连贯的国家政府战略能够成功缩小黑人和白色学生之间或黑人学生与全国平均水平之间的教育成就差距。围绕这一差距的原因和解决这一差距的潜在方法的学术和政策辩论仍然受到争议和分歧的影响。本文基于质性研究，探讨了英格兰南部一所内城中学的师生如何构建学业成功。专注于调查结果的一个方面，它揭示了工作人员订阅两种形式的成功：一个包容性的，低D到G级的成功和一个排他性的，高A* 到C级的成功，每一个都被视为只有某些类型的学生才能达到。黑人学生的外表和行为，特别是那些从事所谓的“黑人街头文化”的学生，被视为与学校的目标直接不符，因此最大限度地减少了他们在排他性方面取得成功的可能性。
The continued lower academic attainment of Black (especially Black Caribbean) pupils is now well established. Yet, to date there has been no single coherent national Government strategy that has successfully closed the gap in educational attainment between either Black and White pupils or between Black pupils and the national average. Academic and policy debates centring on the causes and potential ways of addressing this gap remain marred by controversy and disagreement. This paper is based on qualitative research, which explores how staff and pupils at an inner city secondary school in the south of England construct academic success. Focusing on one aspect of the findings, it reveals that staff subscribe to two forms of success: an inclusive, low D to G grade success and an exclusive, high A* to C grade success, each of which are seen as attainable only by certain types of pupils. The appearance and behaviour of Black pupils, particularly those engaged in what is termed ‘Black street culture’, are seen as directly at odds with the aims of the school and therefore minimize their likelihood of attaining success in exclusive terms.