Expectations for Homes and Families
Home life
Ask students to draw a house and the results will be remarkably similar. The image of a typical house we hold in our heads is culturally-bound and often bears little resemblance to the reality of our own homes. The imprint of four windows and a central door defies the considerable variability of dwellings both in Britain and globally.
Despite this tendency towards commonality, the individuality of our homes is considered quite precious and helps define how we see ourselves in relation to others. Where homes are very similar, it can be the smallest of details that make them different. Where money and opportunity prevails, homes are usually more distinguished from their neighbours.
Upon this range of simple personal identity through extravagant statements of status there are basic human needs and matters of culture, place and priorities, all of which contribute towards our sense of community. There is a saying, 'an Englishman's home is his castle' and there is a strong social and economic imperative in favour of home ownership.
Aspirations
'The study finds that housing association tenants are generally happy with their accommodation, and are less likely to aspire to home ownership than people living in other tenures. Further, tenants' aspirations to home ownership may have decreased since the previous tenants survey in 1999.
Where people do aspire to home ownership, mainly it is in order to live in a bigger home and a better neighbourhood, rather than as an end in itself. In the light of these findings, the study suggests that policy aimed at allowing tenants to become homeowners might be better aimed at providing greater choice of area and individual property for the tenant.'
Source: Bennet, Jim and Murray James (2004) Aspirations to ownership: Housing association tenants' attitudes to tenure, IPPR/The Housing Corporation.
How do our own presumptions influence the geography we explore with students?
What aspirations are taken for granted in our learning resources?
Neighbours
This Think Piece written by John Morgan for geography ITE tutors provides a well-referenced overview of some of the difficulties of, and opportunities for, developing a deeper understanding of the teaching of diversity.
Morgan, John (2009) Teaching about diversity, Geographical Association
'Does Britain have ghettos?'
Under this heading, Morgan's suggested PGCE activity poses important questions:
The 'measurement' of ethnic diversity raises lots of questions that can form the basis for discussion. For instance:
- What are the limitations of using statistics to gain an overview of issues of 'diversity'?
- Does possession of the 'facts' necessarily lead to changes in pupils' perceptions of issues of diversity?
- How do teachers handle the 'objective' knowledge alongside the 'subjective' experience of diversity?
- How can the 'voice' of diverse groups in society be heard in geography classrooms?
Source: Thinking about diversity - suggested PGCE activities (Word, 45k)
In the context of learning about geography, homes and families, how do these questions on diversity relate to an explicit expression of our own, and students', circumstances?
How do these perspectives manifest themselves in schemes of work/learning and activities in the classroom?
Further sources
Exploration of these sources is supplementary to the course completion time.
Shepherd, Jessica (2010) England's schools are becoming more diverse, Guardian. See also this related story on the BBC News website, 'Deep ethnic segregation' mapped in England's schools (20.01.10)
Burrows, Roger (2003) Home-ownership and Poverty in Britain, Joseph Rowntree Foundation.
ONS (2006) Housing - Indians most likely to own their own house, Office for National Statistics.
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