TOWARDS INCLUSION—VIEWS ON THE SCHOOL LIBRARY'S ROLE IN REMOVING BARRIERS TO ACHIEVEMENT FOR ETHNIC MINORITY PUPILS: PROACTIVE, REACTIVE, INACTIVE? A SMALL-SCALE STUDY IN BASINGSTOKE'S SECONDARY SCHOOLS

Abstract

The study was carried out in Basingstoke, a large town in North East Hampshire in the south of England. Set in the context of a literature review, it investigated views of school management and librarians on their library's role in removing barriers to achievement for ethnic minority pupils. The result is an insight into their attempts to promote inclusion and offer appropriate services for ethnic minority users. The study researched barriers to achievement for these users defined in school documents and recognised by management and the librarian. Views on the library's role in removing these barriers were explored through analysis of documents and by investigating the perceptions of librarians. Evidence of positive action was also noted. The findings indicated a lack of awareness and training among librarians. The role of the library in removing barriers for ethnic minority pupils was not clearly addressed. While some good practice appeared to exist, librarians mostly seemed inactive or to respond in a reactive and ad hoc way to the issues; there was limited evidence of librarians taking a proactive role. To improve library action aiming to address barriers for ethnic minority pupils, better communication and training seem indicated to develop confidence and skills of individual staff. Are there wider implications here for all involved in educational libraries?