A language of defiency for the performance of black boys in school

Teacher to parent: Mrs X. we have asked you here because we are concerned about DeShawn’s behaviour in class; he is a little too….lively, his attention span wonders, he doesn’t focus on anything and can’t seem to... [ view full abstract ]

Teacher to parent: Mrs X. we have asked you here because we are concerned about DeShawn’s behaviour in class; he is a little too….lively, his attention span wonders, he doesn’t focus on anything and can’t seem to settle. Frankly he has very little interest in much of what we do in class.
This pop-up talk aims to consider the effect of a language of deficiency surrounding the behaviour and performance of black boys during schooling.
While there is significant pupil progress data showing that black boys do not achieve at the same rate as their white male counterparts, there is also evidence that through such initiatives as the “Black Children’s Achievement Programme” the attainment gap can be reduced and positive language reinforcement can be part of that solution.
Such programmes notwithstanding, the language of deficit and incapacity is still the prevailing discourse where young black males are concerned. Where research looks at the successes of black middle class boys, for instance, it is subsumed by the clamour of the voices of doom, low expectation and despair.
Referring to recent research from the UCLA Black Male Institute, personal family experiences and international case studies, the talk will caution how we speak about black male educational performance to ask us how ‘the establishment’ i.e. the policy makers, school leaders, teachers and school-based staff, can change the language of low expectation to influence policy on pedagogy, progress and post-school progression.