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This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.

Made available in DSpace on 2016-06-02T19:39:17Z (GMT). No. of bitstreams: 1 3470.pdf: 1410366 bytes, checksum: 5e897e044d4ca0473203f7b2d42ee170 (MD5) Previous issue date: 2011-02-14 / Financiadora de Estudos e Projetos / The aim of this study is to show the school, family and professional trajectories that both young and adult students have followed during their years of schooling and literacy. In addition to this, we understand the reason to why school attendance drops during school age. Questionaires and interviews were applied and from this data we were able to understand the reasons that brought the students back to school and their new expectations towards education. The study was based on Pierre Bourdier´s theories, having as the main concepts, the habitus, cultural, economic and social capitals. It also describes a brief analyses of the education facilities provided in the city of Araraquara/SP and the characteristics of their literacy programme for both adults and young people (PROEAJA), the main literacy programme for local students. This programme aims to diminish the number of illiterate people around the city. This study also aims to find the expectations of the students and to analyse the internal and external factors that influence the students´ behaviour towards school. Last we describe a new area of poor school attendance due to the lack of quality inside the educational system. / A presente dissertação teve por objetivos, estudar as trajetórias escolar, familiar e profissional de jovens e adultos em processo de alfabetização, identificar os principais fatores que os impediram de frequentar a escola na idade escolar, compreender os motivos que condicionaram o retorno aos estudos e analisar as expectativas dos alunos frente à escolarização. Para isso, realizamos um levantamento de dados a partir de questionário e entrevistas. O estudo foi fundamentado nas contribuições teóricas de Pierre Bourdieu adotando como eixo condutor os conceitos de capital cultural, capital econômico, capital social e habitus. Apresenta-se, uma breve análise da configuração do atendimento ao jovem e ao adulto no município de Araraquara/SP e a caracterização do Projeto de Alfabetização para Adultos e Jovens de Araraquara (Proeaja), principal programa que atua na alfabetização de jovens e adultos no município, em que se pode verificar as principais medidas realizadas para a erradicação do analfabetismo em âmbito municipal. O estudo sobre as trajetórias e as novas expectativas dos alunos permitiu a análise dos fatores internos e externos à escola que influenciaram diretamente as trajetórias escolares dos alunos, apresentando a relação entre o grupo estudado e a escola, além de evidenciar um novo tipo de exclusão escolar que está ocorrendo nos últimos anos por meio da não garantia da qualidade do ensino.