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Footnotes
1. This documentary was made in one of the schools involved in the project: see Section 6.7 below.
2. The most recent DfesA bibliography of recent publications on the education of asylum-seekers and refugees, including those by Ofsted and the DfES, can be found in a recent report developed for the Research Consortium on the Education of Asylum-Seeker and Refugee Children by Madeleine Arnot and Halleli Pinson (2005). This report looked at the role of local LEAs and the models they applied in supporting the inclusion of these groups. They found that good practice included involving parents, making community links and having a multi-agency approach. Some of the positive characteristics of the LEA case studies which used a holistic approach to the education of asylum-seekers and refugee children were the following: 'promoting positive images' of these pupils, 'establishing clear indicators of successful integration', 'an ethos of inclusion and the celebration of diversity' and 'a caring ethos and the giving of hope' (Arnot and Pinson 2005: 6-7).
3. In the United States, 4 million students speak a language other than English at home, a 100% increase between 1989 and 2000; yet fewer than 3% of teachers have knowledge of another language (Xu 2003).
4. For example, the DfES publication, 'Aiming High: Raising the achievement of ethnic minority pupils' includes the following point: 'There is some evidence that bilingual pupils, having achieved fluency in English can achieve the highest levels and outperform monolingual English speakers'. ( DfES 2003: 3.6)
5. Our translation.
6. Niven and Jackson (1998: 1) note that although the Scottish Office in trialling questions for the 2001 census found 1.5 million people claiming to speak Scots, a more recent survey by Aberdeen University 'estimated that there were 3.5 million Scots speakers.'
7. A version of this section appears in Arizpe, E. and Styles, M. (forthcoming 2008 )
8. Bhabha uses the notion of the 'third space' to describe the space 'in-between' cultures and nationalities which conforms the 'hybridity' that results from the coming together, negotiation and transformation of different identities. It is positive and inclusive site because it 'initiates new signs of identity, and innovative sites of collaboration and contestation' (Bhabha 1994:1).
9. These school names, as well as those of all the pupils and teachers involved in the research, are pseudonyms.
10. This was a Muslim girl from Iraq who refused to speak during the group discussions and who generally had difficulties in school because she was much older than the other pupils. One of the teachers mentioned that parents from ethnic minorities often say children are younger than they really are in order to benefit from longer time at primary.
11. Both researchers were impressed by the open and trusting nature of the children, and by their willingness to talk about the vulnerability of their current lives in a stoical manner. Many sensitive issues were raised naturally in the small groups that do not arise in normal classroom contexts, such as personal accounts of racism or intercultural conflict, and it was difficult to know how to deal with these apart from through empathetic listening.
12. One of the girls in the study referred to this method: 'Like you said, "look for clues about Scotland" and we were being detectives, [ Janet Reachfar…] tells you about the places in the Highlands of Scotland and it tells you why her second name was Reachfar'. (Precious)
13. For this and all the other quotes from the pupils, we have tried to make the meaning clear by editing and correcting small details of spelling and syntax but at the same time maintaining a flavour of the language and structure of the original response.
14. It is interesting to note that in Glasgow there is also a Spanish-speaking community which is linked together through language rather than through specific countries; members are from Spain and from different Latin American countries.
15. Examples of some of the pupils' lists referred to here can be seen in Appendix 8.5.
16. They may have been thinking of 'Goths' rather than 'punks' in this case.
17. Examples of some of the pupils' drawings relating to this aspect of Tigger can be seen in Appendix 8.7.1.
18. Examples of some of the pupils' notebooks referred to here can be seen in Appendix 8.6.
19. Examples of some of the pupils' drawings referred to here can be seen in Appendix 8.7.2.20. Examples of some the pupils' drawings referred to here can be seen in Appendix 8.7.3.
21. Examples of the pupils' drawings referred to here can be seen in Appendix 8.7.4.
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