Linett Kamala

Linett Kamala

LINETT KAMALA, BA GRAPHIC DESIGN, UAL.

My work intends to respond to the theme by looking at the use of language within educational institutions, particularly with regards to class and race through the lens of a black British female. I will also draw upon my 16 years of experience working as a senior leader in a wide range of schools.

Through the creation of new paintings, I will explore and shed light on the different ways in which language contributes to real-life power disparities of certain words within English state schools. As with many professions, education is filled with its own set of acronyms, which can sometimes be difficult for those outside of the field to access.

I am particularly drawn to the theme because language is an essential part of my process when creating works as the imagery is made up of words in a style which merges calligraffiti with abstract expressionism.

My key focus will be the use of language around the term ‘disadvantaged’ which is widely used within The Department for Education and Ofsted publications, as well as how this term is used in the educational institutions and charities. Indeed, one such organisation School Ambition Leadership states ‘we are working for a fair society built on an education system where every child can thrive, no matter what their background…. many young people from disadvantaged communities don’t achieve at school and can’t go on to realise their ambitions’.

Other key words which I will explore through my work include; communities, ability, labels and access. However, the term disadvantaged is of significance for a number of reasons. Firstly, I believe it is used to desensitise inequality in an education system which is not equal in terms of resources and facilities through different types of schools. Secondarily, through my personal experiences as an educator, it is clear that the term has many connotations and underlying assumptions around class and race, which also play into issues around power and opportunity. Finally, the Department for Education allocates significant additional funds to schools for disadvantaged children via the pupil premium grant (PPG).

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. School leaders have the autonomy to spend the PPG in ways which will raise attainment of disadvantaged children. However, this autonomy sits alongside the culture of high accountability within education. Other factors which come into play include:

- In London large numbers of black and minority ethnic children fall into the category of being disadvantaged (London Education – Key Indicators).

- There is a strong link between effective leaders and those who achieve high attainment for their students, yet less than 4 per cent of head teachers in both primary and secondary schools are of black minority ethnic origin (Runnymede Trust - Visible and Invisible Barriers: Racism in teaching 2017).

- In pupil referral units, there are a greater proportion of black pupils and pupils from mixed ethnic origins than in mainstream schools and a smaller proportion of Asian pupils (Department for Education Schools, pupils and their characteristics: January 2017).

As such the complexities of the term and how the impact of an individual or collective group plays in enforcing the biases of language through policy implementation can have long-term implications – both negative and positive. My response to the theme will not only seek to contribute to this ongoing conversation, but to challenge the status quo and offer new ways of viewing educational specific language.

Website: www.linettkamala.com Instagram: @linett_kamala