Swann: the implications for schools

The article attempts to provide a framework of future actions by schools and LEAs. It questions the basis on which certain of Swann's proposals were made and calls for a more open acceptance that what is envisaged is a form of bargain: a promise of change in schools in return for the confidence of the ethnic minorities. Areas of potential weakness are explored; in particular the role of the Churches as providers of education is examined in a way which looks forward towards partnership rather than in the negative and politically‐unrealistic context in which Swann views them.

The process of arriving at policy is seen as crucial. The prospect of policy statements without staff involvement in the processes of evaluation and development is viewed with scepticism. The major dilemma of the place of schools as organizations which operate with their own values in a situation where calls are made for a type of shared‐value context is addressed. The place of teaching styles within that debate is also discussed.

Notes

* The views expressed in this article are the author's own, and not destroyed. It can form the basis of pupil work on stereotyping and images in published material.

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Notes on contributors

Steve Harrison*

* The views expressed in this article are the author's own, and not destroyed. It can form the basis of pupil work on stereotyping and images in published material.