Research into ethnic attainment differences in British higher education and elsewhere tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded. Mieschbuehler demonstrates that this idea is shaping theoretical perspectives and informing higher education policies and practice across the country, yet current university policies and practices perpetuate, rather than ameliorate, the educational status of so-called minority ethnic students.
Research into ethnic attainment differences in British higher education and elsewhere tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded. Mieschbuehler demonstrates that this idea is shaping theoretical perspectives and informing higher education policies and practice across the country, yet current university policies and practices perpetuate, rather than ameliorate, the educational status of so-called minority ethnic students.
Ruth Mieschbuehler is the Programme Leader for the BA Education Studies at the University of Derby, UK and an Executive Committee Member of the British Education Studies Association (BESA).
Inhaltsangabe
1. Introduction 2. The 'ethnic' attainment gap 3. Shifts in academic thinking 4. Categories and categorisation 5. Equality and education 6. Student grouping 7. Participatory versus intellectual engagement 8. (Un)equal treatment 9. Academic study 10. Beyond experience: why discussion and debate is important 11. Summary and conclusion
1. Introduction 2. The 'ethnic' attainment gap 3. Shifts in academic thinking 4. Categories and categorisation 5. Equality and education 6. Student grouping 7. Participatory versus intellectual engagement 8. (Un)equal treatment 9. Academic study 10. Beyond experience: why discussion and debate is important 11. Summary and conclusion
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