Education in a Multicultural Environment: Equity Issues in Teaching and Learning in England

Abstract

The paper focuses on the auditing and accountancy paradigm which has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignorance of the heterogeneous complexity of groups within societies which exist now internationally and the reduction in pedagogy and curriculum experience to a ‘one size fits all’ model of teaching concentrated on the tested subjects. This is complemented by the ‘recitation script’ style of pedagogy in schools based on coverage, delivery, completion and measurement rather than interpretation and analysis to support the complexity and diversity of individual learning needs.

Citation

Boyle, W.F. and Charles, M. (2012), "Education in a Multicultural Environment: Equity Issues in Teaching and Learning in England", Camp Yeakey, C. (Ed.) Living on the Boundaries: Urban Marginality in National and International Contexts (Advances in Education in Diverse Communities, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 143-157. https://doi.org/10.1108/S1479-358X(2012)0000008011