Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27883
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBlackledge, Adrianen_UK
dc.date.accessioned2018-10-01T15:50:10Z-
dc.date.available2018-10-01T15:50:10Z-
dc.date.issued1998-12-31en_UK
dc.identifier.urihttp://hdl.handle.net/1893/27883-
dc.description.abstractIn June 1997 the Teacher Training Agency released the Initial Teacher Training National Curriculum for Primary English, alongside the ITT national Curriculum for Mathematics, the Standards for the Award of Qualified Teacher Status and the Revised Requirements for All Courses of Initial Teacher Training These requirements come to force from 1 September 1998. The orders fail to recognise the needs of students who will be the teachers of the twenty first‐century in British schools. In particular, the ITT National Curriculum for Primary English presents a model of literacy which assumes that all children have the same access to academic structures in schools; it ignores the fact that teachers need a sound understanding of the social process of literacy if they are to be effective in teaching minority culture children to achieve the same levels of attainment as their dominant culture peers. The orders are largely appropriate for those who will teach only children who already have access to structures of power and academic success based on the environment of their home culture, but they fail to address the implications of a culturally neutral curriculum for minority culture learners. This paper argues that in failing to make statutory any requirement for Initial Teacher Training providers to develop students’ understanding of the roles of culture, power and identity in the process of becoming literate, the new orders exacerbate and institutionalise inequality.en_UK
dc.language.isoenen_UK
dc.publisherTaylor & Francis (Routledge)en_UK
dc.relationBlackledge A (1998) The institutionalisation of inequality: The initial teacher training national curriculum for primary English as cultural hegemony. Educational Review, 50, pp. 55-64. https://doi.org/10.1080/0013191980500106.en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.titleThe institutionalisation of inequality: The initial teacher training national curriculum for primary English as cultural hegemonyen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Blackledge 1998.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1080/0013191980500106en_UK
dc.citation.jtitleEducational Reviewen_UK
dc.citation.issn1465-3397en_UK
dc.citation.issn0013-1911en_UK
dc.citation.volume50en_UK
dc.citation.spage55en_UK
dc.citation.epage64en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity of Birminghamen_UK
dc.author.emailadrian.blackledge@stir.ac.uken_UK
dc.citation.date06/07/2006en_UK
dc.contributor.affiliationWesthill College of Higher Educationen_UK
dc.identifier.isi000072481900006en_UK
dc.identifier.scopusid2-s2.0-0040575128en_UK
dc.identifier.wtid995764en_UK
dc.contributor.orcid0000-0001-6440-2154en_UK
dc.date.firstcompliantdepositdate2018-09-20en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

Files in This Item:
File Description SizeFormat 
Blackledge 1998.pdfFulltext - Published Version687.81 kBAdobe PDFUnder Permanent Embargo    Request a copy


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.