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• 2: About Us
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• 3: Projects & Publications
  • 3.1: Runnymede Bulletin
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    • 3.1.2: Bulletin Archive
      • 3.1.2.1: 2008
      • 3.1.2.2: 2007
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      • 3.1.2.11: 1998
  • 3.2: Projects
    • 3.2.1: Community Studies
      • 3.2.1.1: Reports
      • 3.2.1.2: Research in the Archives
    • 3.2.2: Criminal Justice
      • 3.2.2.1: Anti-Social Behaviour
      • 3.2.2.2: Preventing Racist Violence
      • 3.2.2.3: Youth Violence
        • 3.2.2.3.1: 'Race' and Violent Crime in the Press
        • 3.2.2.3.2: (Re)thinking 'Gangs'
      • 3.2.2.4: Stephen Lawrence Inquiry 10 On Years On
    • 3.2.3: Education
      • 3.2.3.1: Transitions Programme
        • 3.2.3.1.1: Education and Cohesion
        • 3.2.3.1.2: School Choice and Ethnic Segregation
        • 3.2.3.1.3: Faith Schools
          • 3.2.3.1.3.2: Methodology
        • 3.2.3.1.4: Supporting BME Parents
      • 3.2.3.2: Ethnic Diversity in the Curriculum
        • 3.2.3.2.1: Professional Development
        • 3.2.3.2.2: Complementing Teachers
        • 3.2.3.2.3: Real Histories Directory
      • 3.2.3.3: Past education work
      • 3.2.3.4: Education Conference 2008
        • 3.2.3.4.1: Opening Panel Discussion
        • 3.2.3.4.2: Learning & Teaching
        • 3.2.3.4.3: Behaviour
        • 3.2.3.4.4: Engaging Communities & Stakeholders
        • 3.2.3.4.5: Pupil Mobility
        • 3.2.3.4.6: Leadership & Workforce
        • 3.2.3.4.7: Respecting Difference
      • 3.2.3.5: Real Histories Directory
      • 3.2.3.6: Tell Me What I Need To Know
    • 3.2.4: Equality and Cohesion
      • 3.2.4.1: Community Cohesion
        • 3.2.4.1.1: Cohesion Publications
      • 3.2.4.2: Guardians of Race Equality
      • 3.2.4.3: Local Decision Making
      • 3.2.4.4: Preferential Policies
      • 3.2.4.5: Respect
      • 3.2.4.6: Northern Ireland Working Together
        • 3.2.4.6.1: Discussion Papers
        • 3.2.4.6.2: Youth Summit
      • 3.2.4.7: White Working Class
      • 3.2.4.8: Equality Bill 2009
    • 3.2.5: Europe
      • 3.2.5.1: UKREN
        • 3.2.5.1.1: About UKREN
        • 3.2.5.1.2: News Update
        • 3.2.5.1.3: Publications
        • 3.2.5.1.4: Become a UKREN Member
        • 3.2.5.1.5: Contact UKREN
      • 3.2.5.2: Preventing Racist Violence in the EU
      • 3.2.5.3: MIPEX III
    • 3.2.6: Financial Inclusion
      • 3.2.6.1: Recent Work
      • 3.2.6.2: Current Programme
      • 3.2.6.3: Pensions
    • 3.2.7: Mixed Heritage
      • 3.2.7.1: E-Conference
      • 3.2.7.2: Mixedness Conference LSBU
    • 3.2.8: Oral History Project
    • 3.2.9: Past Projects
      • 3.2.9.1: Civil Renewal
        • 3.2.9.1.1: Cohesion, Diversity, Equality Conference
      • 3.2.9.2: Commission on British Muslims
        • 3.2.9.2.1: Independent Follow-up Commission
      • 3.2.9.3: Commission on the Future of Multi-Ethnic Britain
        • 3.2.9.3.1: The Commission
        • 3.2.9.3.2: Follow Up Events
          • 3.2.9.3.2.1: 2000-2001
        • 3.2.9.3.3: Report
          • 3.2.9.3.3.1: Background
          • 3.2.9.3.3.2: Introduction
          • 3.2.9.3.3.3: Part One
          • 3.2.9.3.3.4: Part Two
          • 3.2.9.3.3.5: Part Three
          • 3.2.9.3.3.6: Recommendations
      • 3.2.9.4: Employment
      • 3.2.9.5: Parliamentary Monitor
      • 3.2.9.6: EU Anti-Discrimination Training Project
    • 3.2.10: Young People
      • 3.2.10.1: Belonging
        • 3.2.10.1.1: Watch The Films
        • 3.2.10.1.2: The Project
        • 3.2.10.1.3: The Workshops
          • 3.2.10.1.3.1: The Contexts
            • 3.2.10.1.3.1.1: Casal da Boba
            • 3.2.10.1.3.1.2: Newham
            • 3.2.10.1.3.1.3: Paris 20th
          • 3.2.10.1.3.2: The Local Partners
        • 3.2.10.1.4: Key events
        • 3.2.10.1.5: Project Team and Funders
        • 3.2.10.1.6: Resources
        • 3.2.10.1.7: Photo gallery
        • 3.2.10.1.8: Teachers' Corner
          • 3.2.10.1.8.1: Citizenship Lesson
          • 3.2.10.1.8.2: English Lessons
          • 3.2.10.1.8.3: Geography Lessons
          • 3.2.10.1.8.4: History lessons
          • 3.2.10.1.8.5: Contexts and Backgrounds
      • 3.2.10.2: This is Where I Live
        • 3.2.10.2.1: Watch the Films
        • 3.2.10.2.2: Teachers' Corner
        • 3.2.10.2.3: The Project's Progress
      • 3.2.10.3: Video ART Postcards
        • 3.2.10.3.1: The Project
        • 3.2.10.3.2: Meet the Film-makers
        • 3.2.10.3.3: The Team
        • 3.2.10.3.4: Partners and Funders
        • 3.2.10.3.5: Watch the Films
        • 3.2.10.3.6: Photo Gallery
        • 3.2.10.3.7: The Films by Theme
        • 3.2.10.3.8: Resources
        • 3.2.10.3.9: Teachers' Corner
    • 3.2.11: 360
      • 3.2.11.1: Online Form
  • 3.3: Publications
    • Current page is 3.3.1: Publications A-Z
    • 3.3.2: Publications Archive
    • 3.3.3: Policy Responses
      • 3.3.3.1: Archive
    • 3.3.4: Publications by Category
      • 3.3.4.1: Briefing papers
      • 3.3.4.2: Community Studies
      • 3.3.4.3: Cohesion and Equality
      • 3.3.4.4: Criminal Justice
      • 3.3.4.5: Education and Young People
      • 3.3.4.6: Financial Inclusion & Employment
      • 3.3.4.7: Europe and International
  • 3.4: Parliament
    • 3.4.1: Westminster Blog
• 4: News
  • 4.1: Latest News
  • 4.2: Press Releases
  • 4.3: Policy Responses
  • 4.4: Email Updates
• 5: Events & eConferences
  • 5.1: Latest Events
  • 5.2: eConferences
    • 5.2.1: Are We Getting it Right Yet?
      • 5.2.1.1: Discussion Threads
      • 5.2.1.2: Register
      • 5.2.1.3: eConference Timetable
      • 5.2.1.4: Opening Statement
      • 5.2.1.5: Diane Abbott MP's Keynote Address
      • 5.2.1.6: Black Pupils' Achievment
      • 5.2.1.7: Behavioural Support Units: Excluded but Included?
      • 5.2.1.8: Race Should Not Be The Sole Focus of Research
      • 5.2.1.9: What About Young Black Women?
      • 5.2.1.10: Enough Talking; Not Enough Action
      • 5.2.1.11: Not Right, But Getting Better
      • 5.2.1.12: School Shatters Boys' Dreams
      • 5.2.1.13: Black Boys Held Back by 'Out of School' Factors
      • 5.2.1.14: Single Mothers Not The Cause of Black Boys' Underachievement
      • 5.2.1.15: Podcast: How to Avoid Permanent Exclusions
      • 5.2.1.16: Paths to Success
      • 5.2.1.17: A Mother's Story
      • 5.2.1.18: Permanent Exclusions Do Not Work
      • 5.2.1.19: Who Is Getting It Right?
    • 5.2.2: Ethnic Profiling in the UK
      • 5.2.2.2: Opening Statement
      • 5.2.2.3: Discussion Threads
      • 5.2.2.4: The Report
        • 5.2.2.4.1: Foreword
        • 5.2.2.4.2: Introductions
        • 5.2.2.4.3: Young People and section 60
        • 5.2.2.4.4: Counter-Terrorism Measures
        • 5.2.2.4.5: The National DNA Database
        • 5.2.2.4.6: Profiling and immigration
        • 5.2.2.4.7: Bibliography
        • 5.2.2.4.8: Biographical Information on Contributors
        • 5.2.2.4.9: Summary Justice
      • 5.2.2.5: Lord Carlile on Counter Terrorism
      • 5.2.2.6: Damian Green on the DNA Database
      • 5.2.2.7: Nick Glynn on Stop and Search
      • 5.2.2.8: Corinna Ferguson on Liberty's Legal Challenge
      • 5.2.2.9: Chris Huhne on Stop and Search
      • 5.2.2.10: Claude Moraes on Profiling at the Borders
      • 5.2.2.11: Dominic Wood on Policing
      • 5.2.2.12: How does it feel to be treated like a terrorist?
  • 5.3: Past Events
  • 5.4: 40th Anniversary Lecture
  • 5.5: Jim Rose Lecture
  • 5.8: Race and Difference
• 8: Resources
  • 8.1: Videos
    • 8.1.1: Young People's Event
  • 8.2: Podcasts
  • 8.3: Publications Directory
  • 8.4: Teaching Resources
    • 8.4.1: Tell Me What I Need To Know
    • 8.4.2: Video ART Postcards
    • 8.4.3: This Is Where I Live
    • 8.4.4: Belonging
    • 8.4.5: Real Histories Directory
  • 8.5: Runnymede Collection at Middlesex University

Navigation

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• 3.2: Projects
• 3.3: Publications
  • Current page is 3.3.1: Publications A-Z
  • 3.3.2: Publications Archive
  • 3.3.3: Policy Responses
  • 3.3.4: Publications by Category
• 3.4: Parliament

Current Publications

Failure by Any Other Name?

Dr Nicola Rollock

Educational Policy and the Continuing Struggle for Black Academic Success

This new Runnymede Perspectives paper by Dr Nicola Rollock re-focuses attention on the issue of Black pupil educational success. In changing the nature of the debate about race and achievement in this way, it helps to break that association between school experience and underachievement which continues to beset many pupils of minority ethnic descent.

November 2007 - A4 28 pages

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