Alex McGlaughlin

Masculinised Discourses within Education and the Construction of Black Male Identities amongst African Caribbean Youth

Abstract Boys in general, and Black boys in particular, are being excluded from school in ever increasing and disproportionate numbers, drawing attention to the need for a closer examination of the interrelationship between ‘race’ and gender. Clearly, young Black masculinities are not expressed in isolation, but are, amongst other influences, informed and shaped by school processes. Within schools, the ways in which masculinities are portrayed plays a major part in the relationships that exist between Black males and their peers and teachers. Thus, the experiences of Black pupils in school are mediated through their gendered identities. This paper discusses such experiences through the findings of a recently completed study of school exclusions and educational performance, in which young excludees have been interviewed and ethnographic school research conducted. The study explores the nature of ‘excluded’ identities by looking at how processes of exclusion act to position young Black males within discours...

Planning for the future with adults with a learning disability living with older carers

Planning for the future for those adults with a learning disability who live with older carers is an important aspect of the White Paper Valuing People (DoH, 2001). Indeed, such planning is essential if crisis situations are to be avoided, particularly the double shock to service users of losing their home at a time when they are also bereaved. Most research about future planning has tended to focus on the perspective of the family carer rather than that of the service user. To rectify this situation, this paper considers the findings of a project which directly sought the views of adults with a learning disability, including their experiences of living with their older carers and planning for their future housing and support. The findings demonstrate that adults with a learning disability are very aware of the likelihood of an end to family care and that they have preferences about their future housing and support. However, planning for the future can be difficult because of the mutually supportive relationships that often exist in these families.

Gender-blind racism in the experience of schooling and identity formation

Much of the research dealing with education and race has concentrated on the experiences of black males. Research now needs to address the issue of how schools affect the production of black femininities. The aim is to explore how both black males and females adapt to schooling, and school exclusion in particular. Previous theoretical models often situate black women within the stereotype of the ‘superwoman’ and negate the experiences of black females in families that are not female-headed. Previous research also suggests that much of the black male pupil response to schooling is based on the way in which teachers equate disaffection with black masculinity. The study draws on research in schools with pupils aged from 13 to 15 years when observed and interviewed. Many pupils responded to schooling in a way that cut across race and gender. Pupils often attempted to subvert the traditional relationship of teacher as powerful and pupil as powerless, reacting to this relationship through their own racial and g...

The Youth Crime Reduction Video Project: An Evaluation of a Pilot Intervention Targeting Young People at Risk of Crime and School Exclusion

This article discusses an evaluation of a pilot intervention which aimed to improve attitudes to crime and the police, to reduce exclusion, and to develop self-esteem in young people at risk of offending and/or school exclusion. Evaluation measures were obtained for eleven young people who participated in the intervention, which ran for six consecutive days, including an outward bound weekend. Pre- and post-test assessments show improvements in self-esteem and attitudes to crime, the police, school and education, following participation. These observed improvements are supported by the qualitative findings. However, follow-up six months later indicates that only the enhanced self-esteem was sustained over time. It is acknowledged that the findings are limited by the small-scale nature of the intervention and evaluation; nevertheless, aspects of the intervention may usefully form part of a broader intervention strategy.

Housing for adults with a learning disability: ‘I want to choose, but they don't listen’

The White Paper Valuing People (DoH, 2003) promises to increase choice and control for adults with a learning disability, housing being one area specifically highlighted in this respect. However, lack of knowledge about the preferences of adults with a learning disability makes it very difficult for services to be planned effectively and based on the views of the very group who will use them. This paper discusses the findings of a project which aimed to involve adults with a learning disability in service planning, by asking them to identify their own needs and preferences in relation to housing. The project clearly emphasises that adults with a learning disability are often very well able to articulate their own needs about housing, and should thus be the focus of all decisions.