Reproducing monocultural education

ethnic majority staff's discursive constructions of monocultural school practices

Jelle Mampaey*, Patrizia Zanoni

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education.

Original languageEnglish
Pages (from-to)928-946
Number of pages19
JournalBritish Journal of Sociology of Education
Volume37
Issue number7
DOIs
Publication statusPublished - Oct 2016

Keywords

  • monocultural education
  • reproduction
  • institutional racism
  • critical discourse analysis
  • WHITENESS
  • ACHIEVEMENT
  • IDENTITY
  • STUDENTS
  • CONTEXT
  • REFORM
  • AGENCY
  • YOUTH
  • RACE

Cite this

@article{3e2f4bb4b693495b8b079121859e2c87,
title = "Reproducing monocultural education: ethnic majority staff's discursive constructions of monocultural school practices",
abstract = "This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education.",
keywords = "monocultural education, reproduction, institutional racism, critical discourse analysis, WHITENESS, ACHIEVEMENT, IDENTITY, STUDENTS, CONTEXT, REFORM, AGENCY, YOUTH, RACE",
author = "Jelle Mampaey and Patrizia Zanoni",
year = "2016",
month = "10",
doi = "10.1080/01425692.2014.1001059",
language = "English",
volume = "37",
pages = "928--946",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "7",

}

Reproducing monocultural education : ethnic majority staff's discursive constructions of monocultural school practices. / Mampaey, Jelle; Zanoni, Patrizia.

In: British Journal of Sociology of Education, Vol. 37, No. 7, 10.2016, p. 928-946.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Reproducing monocultural education

T2 - ethnic majority staff's discursive constructions of monocultural school practices

AU - Mampaey, Jelle

AU - Zanoni, Patrizia

PY - 2016/10

Y1 - 2016/10

N2 - This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education.

AB - This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education.

KW - monocultural education

KW - reproduction

KW - institutional racism

KW - critical discourse analysis

KW - WHITENESS

KW - ACHIEVEMENT

KW - IDENTITY

KW - STUDENTS

KW - CONTEXT

KW - REFORM

KW - AGENCY

KW - YOUTH

KW - RACE

U2 - 10.1080/01425692.2014.1001059

DO - 10.1080/01425692.2014.1001059

M3 - Article

VL - 37

SP - 928

EP - 946

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 7

ER -