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‘We haven’t done enough for White working-class children’: issues of distributive justice and ethnic identity politics
This article explores the politically contentious issue of White working-class student under-achievement within one particular school – a large and culturally diverse comprehensive secondary school in the greater London area. The article examines the equity philosophies and identity politics articulated by staff in their understanding of and approach to this under-achievement. It challenges the distributive logic and group identity politics that simplify, dislocate and distort equity issues. The article provides an illustration and theorising of remedies that offer potential in raising the educational performance of White working-class students – remedies not based on ethnic identity but rather on destabilising the patterns of economic distribution and social disengagement that compromise these students’ schooling attainment.
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Race ethnicity and educationVolume
18Issue
4Pagination
515 - 534Publisher
RoutledgeLocation
Abingdon, Eng.Publisher DOI
ISSN
1361-3324eISSN
1470-109XLanguage
engPublication classification
C1.1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2013, Taylor & FrancisUsage metrics
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