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Confronting the Limits of Antiracist and Multicultural Education: White Students’ Reflections on Identity and Difference in a Multiethnic Secondary School

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  • Alice Pettigrew

Abstract

This paper is drawn from ethnographic participant-observation data and interview materials collected between September 2004 and July 2005 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 their school. The paper pays particular attention to experiences 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, both national policy frameworks for citizenship education and local, institutional discourses which powerfully construct the school as a strongly antiracist multicultural community.

Suggested Citation

  • Alice Pettigrew, 2012. "Confronting the Limits of Antiracist and Multicultural Education: White Students’ Reflections on Identity and Difference in a Multiethnic Secondary School," Sociological Research Online, , vol. 17(3), pages 207-217, August.
    • Handle: RePEc:sae:socres:v:17:y:2012:i:3:p:207-217
    DOI: 10.5153/sro.2637
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    References listed on IDEAS

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    1. Derek McGhee, 2005. "Patriots of the Future? A Critical Examination of Community Cohesion Strategies in Contemporary Britain," Sociological Research Online, , vol. 10(3), pages 18-32, November.
    2. Andrew Pilkington, 2008. "From Institutional Racism to Community Cohesion: The Changing Nature of Racial Discourse in Britain," Sociological Research Online, , vol. 13(3), pages 78-90, May.
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