Educational Diversity: The Subject of Difference and Different Subjects

294 Pages·2012·1.569 MB·English

by  Yvette Taylor (auth.)

Educational Diversity
AlsobyYvetteTaylor
WORKING-CLASSLESBIANLIFE:ClassedOutsiders
LESBIANANDGAYPARENTING:SecuringSocialandEducationalCapital
CLASSEDINTERSECTIONS:Spaces,Selves,Knowledges
THEORIZINGINTERSECTIONALITYANDSEXUALITY(co-editedwithS.Hinesand
M.Casey)
FITTINGINTOPLACE?ClassandGenderGeographiesandTemporalities
SEXUALITIES:ReflectionsandFutures(withS.Hines)
Educational Diversity
The Subject of Difference
and Different Subjects
Yvette Taylor
LondonSouthBankUniversity,London,UK
Palgrave
macmillan
Selectionandeditorialmatter©YvetteTaylor2012
Individualchapters©theirrespectiveauthors2012
Foreword©DianeReay2012
Foreword©JonBinnie2012
Softcoverreprintofthehardcover1stedition2012978-0-230-29342-7
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Contents
ListofFigures vii
Acknowledgements viii
Foreword ix
DianeReay
Foreword xiii
JonBinnie
NotesonContributors xix
1 EducationalDiversity:TheSubjectofDifference
andDifferentSubjects 1
YvetteTaylor
Section 1 CompulsoryEducation,Compelling
Diversity
2 ‘Inclusion’ThroughExclusion:ACriticalAccountofNew
BehaviourManagementPracticesinSchools 17
ValGillies
3 InvestigatingtheValueofVignettesinResearching
DisabledStudents’ViewsofSocialEqualityand
InclusioninSchool 36
VanitaSundaramandAlisonWilde
4 MainstreamingandtheSubjectificationofDeaf
andHard-of-HearingChildren 57
ElizabethS.Mathews
5 ShapingYoungPeople’sGenderandSexualIdentities:
CanTeachingPracticesProduceDiverseSubjects? 75
Yu-ChiehHsieh
v
vi Contents
Section 2 HigherEducation,HigherStandards?
6 Unpickingthat‘SomethingSpecial’:StudentBackground
andtheUniversityApplicationProcess 99
SarahEvans
7 Beyond‘Inclusion’:MainstreamingEquality
WithintheCurriculum 120
KathBridgerandJennyShaw
8 MappingExclusioninUndergraduatePsychology:
TowardsaCommonArchitectureoftheMinority
StudentExperience 138
IanHodgesandSanjayJobanputra
9 EmbodyingDiversity:PedagogiesofTransformation 159
KayInckle
10 DoingDiversityandEvadingEquality:TheCaseof
StudentWorkPlacementsintheCreativeSector 180
KimberlyAllen,JoceyQuinn,SumiHollingworth
andAntheaRose
Section 3 BoundaryConditions
11 Diversity:ProblemsandParadoxesforBlackFeminists 203
SaraAhmed
12 TalkingAbout‘DiverseGendersandSexualities’Means
TalkingAboutMorethanWhiteMiddle-ClassQueers 219
DamienW.Riggs
13 KnowingYourWayWithinandAcrossClassedSpaces:
The(Re)makingand(Un)doingofIdentitiesofValue
WithinHigherEducationintheUK 236
MichelleAddison
14 Facts,Fictions,IdentityConstrictions:Sexuality,Gender
andClassinHigherEducation 257
YvetteTaylor
Index 268
Figures
4.1 Foucauldianprocessesinthecreationofasubject 60
vii
Acknowledgements
This collection is based on a seminar series initiated by Yvette Taylor
while a senior lecturer at Newcastle University, UK: Educational Diver-
sity:theSubjectofDifferenceandDifferentSubjects(2010).Thanksare
paid for the internal funding received for the series and to all those
who participated in it. Chapter 14 was originally published as Taylor,
Y. (2009) Facts, fictions, identity constrictions: Sexuality, gender and
classinhighereducation,Lesbian&GayPsychologyReview,SpecialIssue
10(1):38–47andthanksarepaidforallowingreproductionhere.
viii
Foreword
Doing Diversity Differently
Diane Reay
This edited book, which grew out of a seminar series on educational
diversity, is itself a diverse collection, spanning all stages of education
and every aspect of diversity. Diversity has a problematic genealogy
withineducation,andithasbeenusedideologicallybytheRighttoboth
countermandandunderminetheequalitiesagenda,andbygovernment
andpolicymakerstosanitiseandsweetenunacceptableneoliberalpoli-
cies. Diversity, often linked to choice, was frequently the justification
used to introduce greater and greater levels of marketisation within
education. Within this right-wing rhetoric, what the UK needed was
increased levels of diversity in the supply of education in order to
respond to the diversity of demand among students and their parents.
In this ideological deployment, diversity is not an issue that requires
attentioninandofitself;rather,itbecomesameanstosomethingelse,
inthiscaseneoliberaleducationalpoliciespromotingfreemarketsand
choice in education. Those of us who remember the powerful influ-
ence of Chubb and Moe’s (1990) book Politics, Markets and America’s
Schools,andthesubsequentUKWhitePaper‘Choiceanddiversity’(DfE,
July 1992), which became law in 1993, will recall the law as the first
majorattempttoputChubbandMoe’sright-wing,neoliberaldoctrines
intooperationinBritain.Sincethen,theconceptofdiversityhasgone
throughanumber oftwists andturns,andit hascertainlygoneglobal
as a number of the chapters in the book demonstrate. But in its many
guises,ithastoorarelybeentwinnedwithequalityratherthanchoice.
This book then is a very welcome departure: a real attempt to retrieve
diversityasakeyequalitiesissue.
Whatmanyofthechaptersdoextremelywellishighlighthowdiver-
sity in its mainstream conceptualisation marginalises social class. The
conundrum those of us on the Left have to struggle with is that social
class is no longer seen as a social justice issue; social class inequalities
have become naturalised – they are just how things are. This natu-
ralisation of socio-economic inequalities was most clearly evidenced
ix