Get the free Coomans - Dealing with Segregation (final)

Dealing with Segregation in Education Fans Coo mans* 1. Introduction In her book Education Denied Katarina Tom ski devoted a chapter on Revisiting Segregation in Education. She argued that traditional

In this article I focus on a form of segregation that remains largely unnoticed: the segregation of schools by ethnicity and religion. We are surrounded in every part of the world by racially and religiously divided societies, with all those on the margins and the majority trapped within those enclaves. So perhaps it should come as no surprise that our very own Western democracies are divided along these lines. As Tom skiing points out, “a majority of schools, both in North Ireland and the USA, are segregated among white, black and mixed-race children.” (p.5) Even the majority-white schools in Northern Irish cities are only one-third black and one-fifth white. In my own part of the world, Hong Kong, the proportion is threefold. One third of ethnic Chinese children attend primary school in Hong Kong. The rest attend secondary school where 70 per cent are Chinese. The remaining 30 per cent are Hong Kong Chinese as well as being the majority in society — in the workplace, in the media, on the campuses of universities and elsewhere. When the situation in Hong Kong is compared with that in Britain, it could hardly be more different. In Hong Kong you would be hard-pressed to find a predominantly Chinese school, even if you could find them. In Britain, the majority of primary schools have little, if any, ethnic or religious dimension — the most likely outcome of the process which has allowed the segregation of schools. This article focuses on Northern Irish schools and focuses on the issue of race. In the Northern Ireland schools I surveyed, a considerable proportion of children attended schools of ethnic and religious difference. This is not to say there were zero white/Jewish or Muslim or Roman Catholic schools, but that in this area, which is predominantly Protestant, a very large proportion of the children in the local schools come from different religious ethnic and religious origins. If there was one clear finding in my research, it was that the education system in the Northern Ireland has been deeply divided over racial and religious lines since the beginning of this century. There is no doubt that many schools in Northern Ireland are segregated along these lines. This section explores how this division has been produced, in what ways schools have integrated or segregated on these lines, what the effects of these divisions have been on students. There is not a lot of research on race and education in Northern Ireland, but we know of some cases where race and religion have been linked (e.g. see this and this, both from the 1990s).

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