Having read the #SewellReport carefully, I’m going to focus on the education piece with some general comments about the approach.
1) I think it is important to note that the recommendations of government commissions do not gain as much traction as policy (see previous commissions on a whole range of subjects). In that light, the recommendations are not as valid as they are made out to be.
2) The notion of ‘participation’ used in the report is very strange indeed. Participation in politics in a democratic society is all the things that have been mentioned as happening in the periods before. You would think that pluralism would be well understood. It is not.
3) There is a clear dismissal of ‘structural’ or ‘institutional’ racism in favour of a version of racism that is never really explained. It seems to be an atomistic and individual kind. So, it is something wrong with individuals. However, what can we do to fix it?
Yes, let’s now talk about society and institutions as the solution whereas they were dismissed as a potential cause before. This rendering ignores the most basic social science understanding of agents/structures.
I read somewhere that all these different versions of racism are confusing and don’t mean anything. I’ll remember that when I am talking about the different versions of Conservatism. One-Nation Conservative? Neo-conservative? Doesn’t matter. Some are just more ‘real’ than others.
4) On to education, there is liberal use of one year’s data to show that educational outcomes are better for many ethnic minority groups. If schools applied the same principle for teacher assessed grades, the exam boards would investigate and @ofqual @JCQcic would be involved!
5) When it talks of replicating educational success, it might be worth, as @akalamusic pointed out, paying for black Caribbean students to be educated in Jamaica as their top schools seem to be doing fine (and are made of of black Caribbean students)!
6) More than that, there is an offer on the table from the independent school sector @ISC_schools @HMC_Org @GSAUK for 10,000 places for students from low income backgrounds if the state pays these schools the same funding it provides to the state sector. The diff will be covered.
This would also deal with the need for extra hours education without providing additional funds.
7) The rendering of the curriculum is bizarre. They could have mentioned the award-winning Our Migration Story or the work that has been going on in subject communities. There is also a great deal of work that already is building an inclusive and knowledge focussed curriculum.
This is ignored in favour of the view that a one-sided political curriculum has been constructed to address issues. I am incredibly disappointed that @martyneoliver has endorsed such a flimsy recommendation.
Should it be read? Most definitely because it crystallises the policy direction at the moment, even if you were not aware of it already.

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More from @nickdennis

31 Mar
Will be reading/commenting on the #SewellReport in full after I’ve read it carefully but this is very interesting indeed. Michael Young’s work on ‘powerful knowledge’ used to justify the conclusion.
The problem is, Young’s work is not as secure as people seem to suggest. jstor.org/stable/j.ctv14…
I think it is very interesting to think about who is not on the commission and the coverage of the non-disclosure agreements participants in the commission had to sign.
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