ABSTRACT
This chapter analyses the responses of ethnic majority and Turkish minority youth in Darwin, a school located in a predominantly middle-class area in the same London borough as Millroad School. The largest ethnic minority groups are African Caribbean and Asian. Attainment differed between the various groups of students, with ethnic majority students achieving on par with the Asian students, while the African Caribbean and Turkish students underachieved. The ethos of Darwin School and indeed its curriculum suggested that young people were encouraged to think of themselves as liberal democratic British citizens living in a global multiethnic international community. This finding was evident in Darwin students and teachers conceptualizations of Britishness. It was also evident in the more congenial peer cultures at Darwin, which likely contributed to Darwin students hybridized ethno-national identities. On the other hand, Darwin School had a more multicultural agenda embedded in a civic conception of the nation.
