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Brief Overview from Education – Race Equality Projects 2002/3 |
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| Introduction |
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Sense of Community |
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As the nature of ‘issues’ and ‘recommendations’ leads one to look at the deficit model, it is important to highlight primarily much of the good practice evident in the schools we have worked with in Tower Hamlets. In general, we find a great sense of community crossing
all ethnicities. Many staff live within the area and indeed have often
grown up here and/or were pupils in the very same school in which they
now work. |
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Schools and Staff |
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We have worked in schools with contemporary buildings, with great facilities, well designed for the modern classroom, as well as Victorian buildings in need of renovation. Regardless of the buildings, we are regularly impressed by the lively, stimulating and regularly changing ambiance of the schools; with quality displays of children’s work well maintained. It is more the norm to be warmly greeted by the office staff and welcomed into their classrooms by the teaching staff. Indeed there have been staff, who have appeared resistant to the workshop initially, rarely quite openly. Some have been cautious (perhaps, like ourselves, ‘victims’ of the RACE AWARENESS TRAINING of the 19080s). Yet, the majority have ranged from ‘seeing how it goes’, to positively looking forward to it. From feedback, we have been told by many of the ‘doubters’ that it was better than they thought or they learned much that they hadn’t even thought about. Generally, staff have regretted that there isn’t more time to devote to areas of work such as this; lack of time is a big issue. So, issues which cropped up frequently enough to refer to are as follows:- |
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