Notions of diversity, British identities and citizenship belonging

Abstract

This article reports on a small‐scale research study commissioned by the then Department for Education and Skills ([DfES] now the Department for Children, Schools and Families [DCSF]) in June 2006 to aid the work of the Diversity and Citizenship Curriculum Review Group, headed by Sir Keith Ajegbo. The findings concentrate on how ‘diversity’ is viewed by schools and the implications of this for developing pupil understanding of British diversity, British identities and citizenship belonging. The article highlights student perceptions and experience of a diverse curriculum together with their perceptions of ‘Britishness’ and citizenship belonging. In examining school and student understanding of diversity, this article explores two discrete aspects: ‘diversity’ education and education about ‘Britishness’. While supporting the need to value British diversity, the article nevertheless challenges the assumption that ethnic or cultural ‘heritage’ is always positive and/or learning about it positive.

Keywords:

• ‘Britishness’
• diversity
• citizenship belonging
• ‘race’
• ethnicity
• culture

Acknowledgements

I am particularly grateful to the project team (Professor Alistair Ross, Dr. Barbara Read, Dr. Heather Mendick, Dr. Nicola Rollock and Patricia East) at the Institute for Policy Studies in Education at London Metropolitan University, whose contributions and support made the published report ‘Diversity and citizenship: Research review’ (2007) possible. The interpretations in this article are mine and do not necessarily represent those of the wider research team.

I would like to thank the then Department for Education and Skills for funding this research, and all of the students and staff whose views were sought during the study. Thanks are also due to Professor Becky Francis and Dr. Barbara Read for reading earlier drafts of this article and providing helpful comments.

Notes

1. ‘“Every child matters: Change for children” [DfES 2003a] is a national policy document which places emphasis on valuing each individual child (in particular their identity and self‐esteem) and improving their educational and social outcomes.’ (From the DCCRG’s working definition of diversity.)

2. ETHNOS Research and Consultancy is an independent group that was commissioned by the Commission for Racial Equality to conduct research on Britishness and integration in 2005, and on the decline of Britishness in 2006.

3. New Community (1995 volume 21, no. 2) – This special issue was devoted to discussions about British national identity.

4. Archer and Francis (2007) discuss similar perceptions in relation to British Chinese female pupils.