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Education and ethnic minority groups in the UK.
1. Historical Perspective:
The number of immigrants of non-white ethnic origins in Victorian Britain decreased after restrictions to immigration were put in place and , during the Victorian period their presence in the educational system is negligible and their presence in a formalized school system is purely anecdotic. (Hall 54) In that period the main source of immigration would be that of Irish Catholics, they compose the main group considered as the “other” in the social construct of Britishness. (Lewis 157) Unfortunately this immigration falls outside the scope of this study. At this point, the widening the scope of education from higher classes to the lower ones was just a matter of class and ethnicity and multiculturalism were not priorities for most educational authorities. (Algunik 105) For practical reasons education was extended to the lower levels of society, although there are considerable cases the main current of opinion was that voiced left us testimonies like the following:
“It is doubtless desirable that the poor should be generally instructed in reading, if it were only for the best of purposes - that they may read the Scriptures. As to writing and arithmetic, it may be apprehended that such a degree of knowledge would produce in them disrelish for the laborious occupations of life. (Williams, 135)
In this case we find the double discrimination against both conditions, being poor and an immigrant. The emphasis on immigrant education was not specially enforced as this would “put them outside their natural place in society” (Silver 1977)
There was no specific legal discrimination against those coming to t...
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...ependent. Independent Digital News and Media, n.d. Web. 2 Mar. 2014. .
Silver, Harold. "Aspects of Neglect: The Strange Case of Victorian Popular Education." Oxford Review of Education 3.1 (1977): 57-69. Print.
Williams, Raymond. The long revolution. Orchard Park, NY: Broadview Press, 2001. Print.
"Tell us what you think of GOV.UK." Schools, Pupils and their Characteristics: January 2012. N.p., n.d. Web. 31 Mar. 2014. .
"Theme: Population." Population. N.p., n.d. Web. 10 Mar. 2014. .
TABLES
1. Current ethnic composition of the population and regional distribution by origin.
Waites B.A. "The Effect of the First World War on Class and Status in England, 1910-20," Journal of Contemporary History, Vol. 11, No. 1. (Jan., 1976), pg. 34.
A big disadvantage that the lower class has compared to the wealthy is a lack of quality education. While serving as a waitress, Ehrenriech learned about many different people. Some of these co-workers were immigrants who had recently come to this country. “I learn that he [George] is not paid by Jerry’s but the ‘agent’ who shipped him over--$5 an hour, with the agent getting the dollar or so difference between that and what Jerry’s pays dishwashers”(38). Their contracts lacked any benefits, and they were paid below minimum wage. People, like George, cannot read their contracts before they sign because they don’t understand the language. The critic would argue, “…They are baffled at the idea of fighting the class struggle of which…Ehrenriech appears to be the only person complaining about the situation…” In Georg...
The essay will commence by focusing on the1944 Education Act, as it was "the most important piece of educational legislation since 1902" (Gosden, 1983:3). There was a great need for this Act, because the Second World War caused considerable disruption to the educational system. As Dunford and Sharp point out, "evacuation, staff shortages and suspension of building programmes all created their own problems. War also brought important changes in social attitudes, and [...] there was a determination for a better future" (Dunford and Sharp, 1990:17). Therefore there was a need to remodel the current education system "in order to ensure that every child would go to a secondary school" (Gosden, 1983:1). Planning for reconstruction of education culminated in the Education Act of 1944, which is also known as the Butler Act.
In the article, “Ethnic Differences in Educational Attainment among the children of Canadian Immigrants,” Abada, Hou and Ram illustrate the effects that ethnicity, family structure, and parent education have on the education of immigrant youth. The authors prove the cause and effect through research, surveys, charts and tables. Using these methods, it becomes clear that things like parent educational level, discrimination, residency, and more, have a tie to immigrant youth’s educational attainment. Comparing alongside is a magazine article of the same topic, “Ethnicity Has Great Impact on Degree Grades” by David Jobbins. Touching along the same ideas, this article outlines the fact that ethnicity has more impact on educational attainment than gender, background, or type of school.
The Public Culture of the Victorian Middle Class. Ritual and Authority in the English Industrial
...uded and marginalised, despite their newly received ‘White’ status. Evidence of this can be seen in the institutionally unchecked signage which adorned some establishments in 1960’s Britain, ‘No Dogs, No Blacks and No Irish’. According to Hickman ‘there is considerable evidence that the Irish living in Britain experienced more ill-health, worse housing and more unemployment than can be explained by their demographic and socio-economic status alone’. Which is further compounded by the statistics showing that ‘Irish men are the only migrant group whose mortality in higher in Britain than in their country of origin’ (Hickman 1998). This is strengthen even further when the mortality rates of second-generation Irish men and women living in Britain are examined, revealing it to be ‘significantly higher than that of all men and women…’ living in the United Kingdom.
Mary Poovey, “Domesticity and Class Formation: Chadwick’s 1842 Sanitary Report,” in Making a Social Body: British Cultural Formation, 1839-1864 (Chicago: University of Chicago Press, 1995), 115-131
The idea of upward mobility plays a crucial role in migrants’ lives. Not only does a new life in America deal with the educational aspect, but newcomers must also face social issues. Depending on where one may come from, immigrant families must deal with how the “U.S government, American population, and the local labor force” look at them (Hao, Pong, 2008, pg. 63). The region of where people originate, can critically affect their social abilities once they come to America. Some U.S. institutions and individuals may have some kind of hostility towards a country from where immigrants come from. The outcome of hostility can lead to numerous consequences: unemployment, peer rejection at school or work and rejection of financial help from the government. These repudiations from American society have led to “immigrants’ children [becoming] vulnerable to downward assimilation through the influence of inner-...
The language of race over the course of history has evolved and changed much like the definition of imperialism, but class remains the same. Race began as a color system to describe the peoples of a region. Through the arbitrary practice of “defining the identities of other human beings by powerful outsiders, as well as by governments and institutions” race has become a marker of accepted exclusion. Class, has been and will continue to be the difference between those with power that is either real or perceived. In the absence of racial differences class and economical hierarchy becomes the key factor in othering, and where racial differences are present, no amount of class or economic wealth can discourage discrimination. Take for example, those wealthy Japanese placed into internment camps during WWII, or in Canada those of Italian lineage who were of a respected...
Chapman, Raymond. The Victorian Debate: English Literature and Society, 1832-1901. New York: Basic Books, Inc., Publishers, 1968.
"History in Focus." : The Victorian Era (Introduction). Institute of Historical Research., Apr. 2001. Web. 29 Mar. 2014.
The Victorian Era in English history was a period of rapid change. One would be hard-pressed to find an aspect of English life in the 19th century that wasn’t subject to some turmoil. Industrialization was transforming the citizens into a working class population and as a result, it was creating new urban societies centered on the factories. Great Britain enjoyed a time of peace and prosperity at home and thus was extending its global reach in an era of New Imperialism. Even in the home, the long held beliefs were coming into conflict.
Nothing mattered back in Victorian Britain, except money and wealth. No one mattered unless you had money and if you didn’t bless your hard working soul, because if you didn’t have enough money to support yourself or family you were already dead. Unfortunately kids worked far faster than adults and most parents didn’t make the kind of money to send their children off to school so the rich factory owners seized the opportunity and tricked many children into working for free and they kept doing it. Education was difficult for most children to get because of the fact that most families could not afford it. During this time if you could afford to go to school they still had lots of rules and high standards, and if they were not followed then
Whitty, G. (2001) Education, social class and social Exclusion. Journal of Education Policy, 16(4) pp 287-295.
O’Sullivan, D. 2006. Cultural Politics and Irish Education since the 1950’s. Ireland: Cork University Press.