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Narrative study: an immigrant pupil's experience of English and multicultural education

Doug, Roshan (2016)
Ed.D. thesis, University of Birmingham.

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Abstract

A discourse on multicultural education evolved from the late 1950s in response to immigration from ‘the New Commonwealth’. By the 1980s that discourse had become dominated by multicultural and antiracist perspectives. Both can be seen to embody partial truths about Britain’s racial minorities, but neither are sufficiently adequate to the complex situation relating to belonging and cultural identity. An account of lived experience provides a unique dimension to such discourse.

This study uses narrative as a methodological approach to describe the effects English in multicultural education, has had on me as a child of immigrant parents and how it has shaped my identity and work as an English teacher involved with language and literature.

After validating the use of narrative in research, the study draws on my experience as a pupil and, subsequently, poet and teacher. I illustrate my history through a prose chronology as a way of illustrating the role of English in both colonial and multicultural education.

The dissertation also speculates on some pivotal points in the recent history of multicultural education and calls for the discourse on assimilation and integration to be re-negotiated. It acts as a revisionist argument about social mobility, ‘big society’ and cultural inclusiveness.

Type of Work:Ed.D. thesis.
Supervisor(s):Peim, Nick (1952-)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:HN Social history and conditions. Social problems. Social reform
L Education (General)
LA History of education
Institution:University of Birmingham
ID Code:6694
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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