Browse by author
Lookup NU author(s): Professor Alastair BonnettORCiD
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
The collection of ethnic and racial statistics has become common in a growing number of institutional settings. Yet contemporary approaches to race and ethnicity suggest that the very process of compelling people to assign themselves to one of a small number of racial or ethnic 'boxes' is, at best, essentialist and, at worst, racist. This article will explore this problematic terrain, and venture a pathway through it, with the aid of findings from a study of ethnic minority English and Welsh student teachers' attitudes to ethnic classification. The discussion comprises three parts. The first sets out to provide a brief theoretical analysis of the genesis of ethnic monitoring within the modern state. It is concluded that,ethnic monitoring may usefully be regarded as a problematic necessity, a process that itself needs constant monitoring. With this agenda in place, we move on to assess the implications of our findings on student teachers' attitudes to ethnic monitoring, Their pointers for reform are discussed in the third and final section of the paper, where the policy implications of research are outlined.
Author(s): Bonnett A, Carrington B
Publication type: Article
Publication status: Published
Journal: British Journal of Sociology of Education
Year: 2000
Volume: 21
Issue: 4
Pages: 487-500
ISSN (print): 0142-5692
ISSN (electronic): 1465-3346
URL: http://dx.doi.org/10.1080/713655371
DOI: 10.1080/713655371
Altmetrics provided by Altmetric
