The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools

What are the experiences of children and young people? How can we think about the challenges they face? What systems and practices can support them? How can we develop greater equality, participation and inclusion across diverse settings? This second edition of Equality, Participation and Inclusion 2: Diverse Contexts is the second of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This second Reader focuses in particular upon the diverse experiences and contexts in which children and young people encounter issues of equality, participation and inclusion. Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a wider range of diverse experiences and contexts, whilst maintaining an emphasis on educational settings. Drawing on the writing of academics, practitioners, children and young people, this collection is a rich source of information and ideas for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services. Families and advocates are also likely to be drawn to the material as much of it reflects on lived experiences and life stories. This article argues that in Britain dominant educational discourses of ‘the ideal pupil’ exclude minority ethnic pupils and prevent them from inhabiting a position of authentic ‘success’. It suggests that ‘the successful pupil’ is a desired yet refused subject position for many minority ethnic young people — even for those who are (to some extent) performing educational success. The article draws on interview and discussion group data from teachers, minority ethnic parents and minority ethnic pupils (aged 14–16 years) that were collected across four separate studies. All the studies were conducted in British secondary schools and focused on the identities and experiences of British Chinese, British Muslim and ethnically diverse samples of young people. The article engages in an unpicking of the multiple ways in which minority ethnic pupils are Othered in relation to the dominant identity of the ‘ideal pupil’ as White, male, middle class, and so on. The article moves beyond the notion of a singular Other position, engaging with the slipperiness of power and entanglements of ‘race’, gender, class and sexuality through the conceptual device of a trichotomy. This integrated model moves beyond notions of simplistic ‘stereotyping’ to explain how complexly located minority ethnic pupils are always-already positioned as ‘other’ within British educational discourse, such that even ‘high-achieving’ minority ethnic pupils may experience success as precarious. This Open University reader is the second of two set books for the undergraduate course 'Equality, Participation and Inclusion: Learning From Each Other' and presents different conceptualisations of how equality, participation and particularly inclusive education may be enacted