Schools, Discipline, Racism and Disaffection

Abstract

By drawing upon case study data from inner-city schools in England, this chapter demonstrates the way in which schools continue to demonise pupils from disadvantaged and ethnic minority backgrounds, and explores the extent to which approaches to discipline contribute to some young people becoming disaffected. Insights from the voices of ethnic minority, working class young people are complemented with an analysis of British educational policy making and the impact this has had on ‘othering’ Black and Gypsy, Roma Traveller minority ethnic groups in secondary schools. Against this backdrop, the chapter also explores the way in which some young people may deal with some of the impact of this structural marginalisation by gaining solidarity in groups and by drawing on personal support systems to counter negative school experiences. The chapter draws upon these insights to make some recommendations for future policy and practice for driving forward the process of inclusion in schools, and ensuring that the education system does not continue to suppress and marginalise based on intersecting issues related to race and class.