The Oppositional Culture Theory by Mocombe Paul C.;Tomlin Carol; & CAROL TOMLIN

Author:Mocombe, Paul C.;Tomlin, Carol; & CAROL TOMLIN [MOCOMBE, PAUL C.]
Language: eng
Format: epub
ISBN: 616267
Publisher: University Press of America, Incorporated

Specific Strategies to Rraise Levels of Attainment

The culture of the schools under study also reflected aspects of multi-culturalism primarily in the sense discussed by Banks (2001) which refers to an empowering school culture where a learning environment is created where the views and values of diverse student population groups are given a voice, and where they have a sense of belonging and encouragement. The schools also adopted strategic approaches to give pupils a voice and sense of belonging and thereby raised levels of achievement among Black pupils to counter disaffection and exclusion, particularly among Black boys.

Elm schools, for example, piloted a behaviour policy termed ‘restorative justice,’ as a specific strategy designed to raise achievement and counteract high levels of exclusions for Black pupils. Restorative justice is based on the principle of conflict resolution, and gives pupils a voice and is used as a model for dealing with pupils who experience ‘difficulties’ instead of implementing the more traditional exclusion policy. The school organises other initiatives, such as focus groups with parents of underachieving Black boys and discusses strategies that parents could utilise to enhance their children’s learning. A young Black man is also a team member of the learning mentoring programme. Additionally, the school has enlisted the services of an educational project that offers educational support for Black pupils.

In a similar attempt to offset low rates of achievement and exclusion, Birch, has implemented a programme for its Black children, referred to as High Hopes. High Hopes was spearheaded by a Black teacher in response to the view that a lot of African Caribbean pupils do not always have high aspirations. The programme aims to develop the children’s self-confidence in their ability to succeed, and significant numbers of disaffected Black pupils have gained 5 + A*-C grades. Writing about the school attendance and coping strategies of African American students, which can equally be applied to Black pupils in Britain, Steward et al. (2008) believe that educators and practitioners should identify effective systemic, small-group intervention strategies.

In the case study schools, heads were concerned that pupils have a shared sense of belonging and were given a voice through these programmes and strategies. Many Black students do not feel that they ‘belong’ in ‘White’ society and schools can unwittingly reinforce that view. We argue that it is imperative that schools foster a shared sense of belonging for all pupils. The colour blind and the one size fits all approach, which is sometimes interpreted as equity could prove to be ineffective, as individual and group differences and needs often remain unmet.

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