Le mot juste:
Learning the language of equality
In this chapter Caroline Roaf considers the language used to describe and define the groupings, successes and opportunities of students at Peers School, a 13–18 comprehensive, where she works as special needs coordinator. Class groups there are balanced according to gender, race and attainment in the first year (Year 9), with choice of course having a greater influence thereafter. She suggests that particular attention should be given to the way young people are talked about when they reach the end of the period of compulsory education.
In a school committed to equality of opportunity staff-need to examine and question how language is used to imply differences ...