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The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate
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Abstract:
Copyright © The Author(s), 2022. England has had a schools inspectorate since 1839, first in the form of Her Majesty's Inspectorate (HMI), and since 1992, in the form of the Office for Standards in Education, Children's Services and Skills (Ofsted). The inspectorate, a workforce made up of a majority of white inspectors, conduct regular inspections of all state schools in England, producing reports which comment on various aspects of educational provision, including teachers’ and students’ spoken language. In this article we deploy a raciolinguistic genealogy to examine the listening practices of the inspectorate, drawing on historical inspection reports generated from archival work, inspectorate language policy, and a large corpus of contemporary reports. We show how raciolinguistic ideologies are deeply embedded into the sociopolitical culture of the inspectorate, and how these ideologies translate into systems of sonic surveillance in which the nonstandardised language practices of students and teachers are heard as impoverished, deficient, and unsuitable for school. (Raciolinguistics, schools, language policing, standardised English, Ofsted, England, social class, ideology). ; Brunel University London (Brunel Research Initiative and Enterprise Funds: Transatlantic language policing: stigma and surveillance in UK and USA schools).
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Keyword:
England; ideology; language policing; Ofsted; raciolinguistics; schools; standardised English
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URL: https://bura.brunel.ac.uk/handle/2438/23637
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Using Young Adult fiction to interrogate raciolinguistic ideologies in schools
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Cushing, I; Carter, A. - : John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association, 2021
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Where two worlds meet: language policing in mainstream and complementary schools in England
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Where two worlds meet: language policing in mainstream and complementary schools in England
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‘Say it like the Queen’: the standard language ideology and language policy making in English primary schools
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Policy mechanisms of the standard language ideology in England’s education system
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Grammar tests, de facto policy and pedagogical coercion in England’s primary schools
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Power, policing and language policy mechanisms in schools: a response to Hudson
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