The name is absent



231


the expectations of black kids so that they’re
all going to university the answer is no
although there are some black kids who go
to universities from School B but it’s not
really that it’s delivering in those sorts
of terms .

CMl


What sorts of terms


is it delivering?


B Hum


The test of that



be


the school


isn ’ t


that -

B Eng


It must be the


courses too.


The second form


they get on



uch better together


the black


and white kids - there’s no tense atmosphere
at all between - yet the V form I’m in, I

mean


there was one


a black boy going


particular white boy and
to sit near him and he


said ’Don’t you sit near
just didn't like that
there is a more tense


me ’ - Now maybe he
particular boy but
feeling between the


races although there’s no


abuse.


Inevitably the experience is not straightforward for it is made up


of observations that are contradictory. The questions change in


the direction of ’how far’ have changes gone and the process involves


the


students


themselves which



probably most important.


The next


extracts show the change in the discussion and demonstrate

how with a focus on actual concerns, behaviour and observation students

begin to


24
conceive of change.


ii


School B and C 22.1.82


P13∕14 xi Pl⅛∕15 xii P15∕16 xiii


CMl


It’s not so much the content is it.


In some


ways just to present a Humanities Integrated

Studies or World Studies programme or whatever

in isolation from the way it’s going to be
taught - there's no point
cultural education in Integrated Studies
unless you're going to have the sort of methods
that say encourage mixed ability teaching.

in having


The two can't be separated even though the
actual techniques of teaching and the content
of the curriculum is what most people see
as a multi-racial education.



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