The politics of race, class and special education: the selected works of Sally Tomlinson

The Politics of Race, Class and Special Education is a landmark publication that comprises research spanning a period of 35 years undertaken by Professor Sally Tomlinson. The work reviews and recounts the history and development of education around the politics of ‘special’ education provision, looking at social class, ethnic/racial minorities and gender as social markers within the education system. From the very beginning the reader is taken fully on board and develops a clear understanding of taking a sociological perspective in trying to understand exclusion and indeed make sense of ‘special’ education provision.

This book is broadly split into 13 chapters illustrating the development and depth of Tomlinson’s work, which she acknowledges has been heavily influenced by other scholars, many of whom she has drawn upon within her distinguished career. The introduction sets out her academic and professional journey, taking account of the sociology of race, gender, poverty, class and ultimately disability in the context of the UK’s ‘special’ education system. There is an autobiographical element to the book, which reinforces Tomlinson’s journey through academia. Both the introduction and Chapter One are written from a feminist discourse – this may well be referred to as intersectionality (Crenshaw 1989); the interaction of different axes of privilege.

Chapter Two gives a clear view of the basic issues around ‘judgment’s based on social rather than on educational criteria’ – ableist in itself? ‘Intelligence’, presented as a neutral concept, could be material enough for another book!

Chapter Three presents concise historical views whilst inferring a criticism of capitalism as a whole, which is an educational statement about position and entitlement. There is little in this chapter, or indeed Chapter Five, to offer as an alternative. There is some repetition between chapters, which may well be supportive to those who are new to the subject area.

Chapter Eight presents a very good and very forceful discussion of a colonial history and racist actuality. Whilst both Chapters Eight and Ten start with a disclaimer as to how they are less relevant today, they provide a historical thread throughout the book.

In Chapter Nine an alternative ideology is suggested, but no practicalities; a little bit vague for a reader who is not an expert in the field.

Chapter Eleven is odd as a chapter of this book because it is too much an introduction to a different book. A summary of chapters we do not get to read is quite annoying! Chapter Twelve has similar issues, but the summaries are more complete.

Chapter Thirteen, whilst interesting, does not seem to fit with the rest of the book. Also, it risks being representative of a purely external opinion.

The key message of the experience is that today we are still struggling to see the reality of inclusive education and come to terms with the measures that need to be realised within policy, culture, practice and finance, both nationally and internationally. There is a need to see education not from the ‘centre’ of the schools but from a standpoint that may give us a broader and deeper viewpoint.

The Politics of Race, Class and Special Education invites self-reflection and, in my case, reflection on the wider work of inclusive education. This is an excellent historical account of education provision for disabled children. The author’s clear and engaging writing style makes this book accessible to readers beyond the academia. This book is an asset in many different teaching settings within higher education and a wonderful complete reference for educationist to have on hand.

Charmaine Agius Ferrante
Faculty of Health and Life Sciences, Northumbria University, Newcastle, UK
[email protected]
© 2016 Charmaine Agius Ferrante
http://dx.doi.org/10.1080/09687599.2016.1152012