Fury at ‘bizarre wokery’ as teachers are told GCSE English exams ‘uphold whiteness’ with questions and award students for saying ‘white is beautiful’
Teachers have been told GCSE English exams ‘uphold whiteness’ and they should be teaching students about white privilege, white fragility and the British Empire.
請求, which have since been blasted as ‘bizarre wokery’ and ‘abject nonsese’, comes after a seminar on the lack of diversity in English teaching by the National Association for the Teaching of English (Nate).
During the online lecture last month from Nate – which has a third of secondary schools in the country as members – teachers were told exam boards award students for saying ‘white is beautiful’.
During the session teachers were urged to use the concepts of white privilege, white fragility and whiteness studies in the classroom and introduce the teaching of the British Empire in lessons.
Lesley Nelson-Addy, an English curriculum tutor at Oxford University, 前記: ‘Intentionally or inadvertently, the GCSE assessment changes in both English language and literature negates the apparent need to explicitly engage with issues pertaining to race and racism, representation in literature and society, while at the same time upholding whiteness under the guise of universality.’
Teachers have been told English GCSE exams award students for saying ‘white is beautiful’
But these claims were blasted as ‘abject nonsense’ and ‘bizarre wokery’ by former education minister Sir John Hayes, インクルード Telegraph reported.
彼は言った: ‘The sort of half-baked things that these out of touch people say, though regarded by the vast majority as absurd, may be taken seriously by some without either the wit, wherewithal or the wisdom to cast this abject nonsense into outer space.’
Ms Nelson-Addy showed those who attended a PowerPoint slide of a mark scheme used for the 2017 English Language paper by AQA, one of the UK’s biggest exam board, and claimed the mark scheme encouraged students to get marks by ‘reaffirming white skin is a key feature in beauty’.
She went on to criticise how its suggestions for answers ‘does not at all refer to colonialism or colonial injustice, that the text’s plot rests on’.
The paper asked youngsters about an extra from Katherine Mansfield’s The Tiredness of Rosabel, で公開されました 1908.
The mark scheme revealed examiners were told the best answer may spot how to author described the protagonist Rosabel’s ‘beautiful red hair, white skin and green eyes’, or mention the character’s wealth, beauty and happiness as features of a privileged lifestyle.
しかしながら, Ms Nelson-Addy wasn’t happy with the suggestions, saying ‘intentionally or not the exam paper aligns these views about race with the students’ academic success”, before claiming students are awarded for declaring ‘white is beautiful, white is advantageous and therefore right’.
彼女は付け加えた: ‘The text, the question and the indicative content allows and somewhat approves systemically ingrained traditional, mainstream and implicitly biased cultural ideals and scorns the desire or need to challenge these ideals.’
Dr Alka Sehgal Cuthbert, director of education at the anti-racist group Don’t Divide Us, labelled the seminar has having an ‘inappropriate approach’ which stopped students from being able to have a ‘full, 開いた, organic and undirected’ discussion about the texts.
Claims exams ‘upheld whiteness’ were dismissed as ‘bizarre wokery’ by Sir John Hayes
An AQA spokesman said: “We always listen to feedback about equality, diversity and inclusion in all of our qualifications, including English. We also have an expert advisory group to consider representation in the curriculum and our assessments and resources for a wide range of subjects. AQA aims to ensure we are independent-minded and that decisions are informed by people representative of a range of perspectives.”
A Nate spokesman added: “The purpose behind this presentation was to consider broad issues about representation across the English curriculum and is part of a wider movement to explore representations of minority groups such as Black, Asian and minority ethnic people in the teaching of literature and in the curriculum.
“Teaching communities are asking for events like this to support their own understanding – and their students’ understanding – of complex and nuanced issues. The intention is not to devalue canonical texts but to contextualise and interpret them, which is the ultimate aim of all literary criticism.”
While the Department for Education said: “Teachers are required to be politically impartial and should not promote contested theories as fact in the classroom. We have published extensive guidance to help schools meet their legal duties in this area.”