{"id":20879,"date":"2012-02-26T19:41:14","date_gmt":"2012-02-26T19:41:14","guid":{"rendered":"http:\/\/www.mixedracestudies.org\/wordpress\/?p=20879"},"modified":"2012-02-26T19:41:14","modified_gmt":"2012-02-26T19:41:14","slug":"guidance-document-10-dual-heritage-pupils","status":"publish","type":"post","link":"https:\/\/mixedracestudies.org\/wp\/?p=20879","title":{"rendered":"Guidance document 10: Dual Heritage pupils"},"content":{"rendered":"

Guidance document 10: Dual Heritage pupils<\/a><\/em><\/strong><\/p>\n

Ethnic Minority Services
\nNottingham City Council Children Services
\nNovember 2005
\n20 pages<\/p>\n

Jane Daff\u00e9<\/a><\/strong>, Senior EMA Consultant
\nNottingham City, LA<\/em><\/p>\n

Contents<\/strong><\/p>\n

    \n
  1. Introduction<\/li>\n
  2. Terminology<\/li>\n
  3. Statistics<\/li>\n
  4. Identity<\/li>\n
  5. Dual Heritage Voice<\/li>\n
  6. Educational research<\/li>\n
  7. Curriculum, resources, role models<\/li>\n
  8. Conclusion<\/li>\n
  9. Appendix\n
      \n
    1. Recommended Resources Reflecting the Lives of Dual Heritage Children and Families<\/li>\n
    2. Poem: Blended<\/li>\n
    3. Dual Heritage Quiz<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

      Introduction<\/strong><\/p>\n

      The primary focus of this document are children of Dual Heritage who have one White parent and the other of African Caribbean background. Although pupils of Dual Heritage in our schools have a much wider range of ethnic backgrounds (White\/Asian etc), the specified target group is our most significant Dual Heritage group in Nottingham<\/a>, both in terms of numbers and concerns related to underachievement and exclusion. Some factors and experiences will be of relevance to other pupils of differing Dual Heritage, some of relevance to other Black pupil groups.<\/p>\n

      I hope to have produced a guidance document that will be of practical use to teachers in schools; within each sub-section are highlighted actions and recommendations which will enable schools to audit their current situation, develop their practice and create an increasingly inclusive whole-school ethos that is supportive and relevant for Dual Heritage pupils and families.<\/p>\n

      Terminology<\/strong><\/p>\n

      The term Dual Heritage<\/em> will be employed throughout this document; although labels are rarely unanimously agreed upon, it is currently considered by many to be a more acceptable and positive description than the still frequently used \u2018mixed race\u2019 (our pupils in schools often use the latter, and sometimes still the term \u2018half-caste\u2019).<\/p>\n

      Why not \u2018mixed race\u2019?<\/strong>
      \nIt is scientifically agreed that different \u2018races\u2019 do not exist, only one Human Race, therefore a shift from using the term \u2018race\u2019 seems to be the common order. Further, the word \u2018mixed\u2019 can have negative connotations in relation to identity e.g. \u2018mixed up\u2019, implying confusion and also that the original elements from both heritages are inevitably lost or changed.<\/p>\n

      Why not half-caste<\/a>?
      \n<\/strong>\u2018Caste\u2019 is derived from the Portuguese word \u2018casta\u2019, meaning lineage or breed. In human culture, it refers to rigid social divisions, as in the Hindu caste system. Societies with a low degree of social mobility such as South Africa under apartheid and the practice of slavery in the Southern United States could be described as caste-based societies \u2013 the connotations of oppression are clear. Moreover, \u2018half\u2019 clearly implies lacking and incomplete, indicating inferiority…<\/p>\n

      Read the entire report here<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Guidance document 10: Dual Heritage pupils Ethnic Minority Services Nottingham City Council Children Services November 2005 20 pages Jane Daff\u00e9, Senior EMA Consultant Nottingham City, LA Contents Introduction Terminology Statistics Identity Dual Heritage Voice Educational research Curriculum, resources, role models Conclusion Appendix Recommended Resources Reflecting the Lives of Dual Heritage Children and Families Poem: Blended […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[125,8,681,23,10],"tags":[1177,9779,9778],"class_list":["post-20879","post","type-post","status-publish","format-standard","hentry","category-identitydevelopment","category-media-archive","category-reports","category-teaching","category-uk","tag-jane-daffe","tag-nottingham","tag-nottingham-city-council"],"_links":{"self":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/posts\/20879","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=20879"}],"version-history":[{"count":0,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=\/wp\/v2\/posts\/20879\/revisions"}],"wp:attachment":[{"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=20879"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=20879"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mixedracestudies.org\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=20879"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}