The Militarisation of English Schools: Troops to Teaching and the Implications for Initial Teacher Education and Race Equality

Autor/in	Chadderton, Charlotte
Titel	The Militarisation of English Schools: Troops to Teaching and the Implications for Initial Teacher Education and Race Equality
Quelle	In: Race, Ethnicity and Education, 17 (2014) 3, S.407-428 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2013.832937
Schlagwörter	Foreign Countries; Alternative Teacher Certification; Military Personnel; Preservice Teacher Education; Equal Education; Racial Discrimination; Social Structure; Politics of Education; Disadvantaged Youth; Minority Group Students; Educational Policy; Social Environment; Discipline; War; Cultural Influences; Urban Areas; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Racial bias; Rassismus; Sozialstruktur; Educational policy; Bildungspolitik; Benachteiligter Jugendlicher; Politics of education; Soziales Umfeld; Disziplin; Krieg; Cultural influence; Kultureinfluss; Urban area; Stadtregion
Abstract	This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser's (1971) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars--both aims ultimately in the service of neoliberal objectives which will feed social inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10