تدريب Shadowing: What's holding back the 'white working class' in Grimsby? - تعلم التحدث بالإنجليزية مع YouTube

أدوات التظليل الصوتي

0% مكتمل (0/257 جمل)

All right.

⏸ متوقف مؤقتاً

السرعة:

عدد التكرارات:

وضع الانتظار:

مزامنة الترجمة:0ms

كل الجمل257 جمل

All right.

Stop going in and out the door!

There's such a thing as a working class culture, and it has its values, it has its things that people feel are right and wrong and all that.

It's just that the whole system is set up not to meet the needs of these kids, the curriculum, everything.

I'm just going to do a bad school, can't do it.

There aren't a huge amount of prospects within this area, so where are your aspirations coming from?

Your father was a fisherman, your grandfather was a fisherman, you followed on in their footsteps.

The kids need a chance.

Yeah, they do.

They need a chance.

There's no fishing no more.

There's no fishing.

It's nice for the memories, but there's no fishing.

Those memories run deep.

Grimsby was once the world's biggest fishing port, and there's huge pride in the legacy.

But as the industry declined, it's left the people and the place struggling.

This community is one of the most left behind in the UK, bottom 3%.

But it's a fantastic community.

It's the humour.

People are really down to earth.

They can spot a phony, a milo.

John Ellis has run the Shalom Youth Centre in East Marsh for 54 years, and he's worried about a growing problem.

The education system is totally failing a whole stream of young people.

This last 12 months is the first time ever we've come across young people who say they don't go anywhere.

They're just not engaging with any form of education.

So lads, why aren't you all in school today?

I won't go to school for like three months.

I went to school, got kicked out.

It's boring.

I don't like it.

We didn't even learn.

Everyone was messing about, wasn't it?

Like, no-one weren't.

I'd say there's easy 15, 20 of them that come in here that are all in the same situation, a couple of hours school in a day.

I suppose all this academy stuff has improved education for the top kids, for the young people we know, it's just a disaster because it's moved further away from the culture that they live in.

Yeah.

I want to get a good job.

And do you think you need school for that good school, Max?

Yeah.

I just can, can I?

Do you feel like you believe in yourself?

No. Not really.

Because I'm just going to do a bad school.

Can't do it.

Jackson's battle seems to be with the system though, not the subject.

Do you struggle with the work, Jax?

No, I'm in the top set for Mars, but then...

I was like you.

I was brought up down Rutland Street and my dad used to say to me all the time, you're just stupid.

Oh, people used to say that to me.

And I believed it for a long, long time.

And then when I was 38, I went to uni and got all the things that I wanted to get.

But I think round here, the culture round here, you are a bit like that.

It takes you a long time to grasp it.

that that's the things you need to do.

And you can't do anything, don't listen to the people that say you care.

Jackson is being brought up by his grandparents, Harold and Karen.

We want them to have the best, you know.

We never had it, so we want it better for them.

When I was a young boy, with Grimsby being a fish in town, whatever you did, it was like my old man would say to me,

get your ass out to sea.

Yeah, but that was in them days, and it's different now for these children.

The job was a job.

I mean, but these children don't have that anymore.

The kids.

Would you like your kids to be fishermen?

Yes.

Well, it would never happen because the vision and the disease can't focus.

That's exactly what I'm saying, but wouldn't you have liked that?

I would have, wouldn't you?

Yeah, so you pass it down.

It never happened.

The kids need a chance.

Yeah, they do.

They need a chance.

There's no fishing no more.

There's no fishing.

It's nice for the memories, but there's no fishing.

Hello?

There we are.

That school's boring, is it?

Wait till you start work.

Come on.

Come on, where are they?

Well, you've got a good brain.

Why do you want to be a builder?

It's the easiest job.

You're better than that.

You can do a lot more.

I think you should be a solicitor or an accountant.

That's where the pinger is.

At the local food bank, we meet Emily, who's volunteering while she's trying to find work.

I was quite lucky I was in Top Set and I enjoyed school, so they kind of encouraged us in Top Set to really try and go to university.

They would take us to the local university, show us what it was like.

I think that was really important for people like me whose parents didn't go to uni.

but actually I found my experience it was quite isolating being from my background because a lot of people that are quite posh and like all their parents have gone to uni and that kind of thing.

As I come back home because of like the cost of living and I want to be close to my parents it's not really a lot here.

I was kind of like told that if I went to uni I would like you know I'd get a degree and I'd be able to get a job and it would kind of

like answer all my questions or it's like the natural next step so I'm now 65k in debt which I'll probably never be able to pay it

100

off on the other side of the counter the barriers to success at school are more immediate I'm

101

at the food bank for a very good reason not afraid to admit it and she goes in wellies the next day I get

102

mowed at Everleigh we'll wear school shoes I can't afford any so I get the next month's payment if they're knackered and it's raining all the time as well The clothes are constantly wet, they're going to wash the same day.

103

I don't have a dryer at home, can't afford it.

104

They just want the children to sit, conform, and just face the front and be done.

105

It's an old-fashioned curriculum, what's not been changed over years, and kids are just learning different things now, aren't they?

106

I'm trying to find a job as well with the Job Centre.

107

I'm doing so many search hours a week.

108

I get the kids to school on time one day, oh, but it's still not the right coat, or it's still not the right pair of trousers, or...

109

Not, oh, congratulations, you've been on time every day this week.

110

Nothing of that.

111

None of the well done.

112

It's all just negativity and I can't stand it anymore.

113

Ten minutes up the road in Cleethorpes is St Peter's Primary School.

114

Did they eat anything today?

115

No. Miss Abbott has been in this school for over 30 years.

116

We are right at the heart of the community.

117

We know our kids, we know our parents, we know the support that they may need.

118

So we have our own food bank and school uniform clothing bank.

119

When the children come into reception, they don't come in at particularly high baselines.

120

And I think following COVID, I think it has changed the perception of people, their value in education as a way out of poverty or into employment.

121

Alright Year 6.

122

Do you all enjoy school?

123

Nope.

124

At least you're honest.

125

I enjoy parts of it.

126

Some parts are like dead fun and exciting but some parts you're just sat in a room writing for like an hour.

127

It's sometimes difficult for everyone.

128

Well yeah but that's part of learning isn't it?

129

I find things really difficult in my job.

130

We've done a lot of work on behaviour.

131

It's not about allowing behaviours just to slide, but it's about understanding them, respecting that those things have happened.

132

It hasn't ruined their day.

133

It hasn't ruined that relationship.

134

The primary schools are very much more people-centred, and then they go up to secondary school, and the whole thing is rammed into this highly academic procedure.

135

and it just destroys a lot of kids.

136

Back at the Shalom Centre, they're determined to catch and care for the ones who fall out of the system.

137

But they say that system must now change if every child is to have the same chance of success.

138

A lot of the young people who come here have absolutely got such a low self-esteem.

139

This is where the love starts.

140

It's like family, isn't it?

141

Like some of the kids here, I was the mum and dad's youth worker.

142

They know you, they trust you, and they'll come to you with anything they need help with or anything, but you need to have that relationship first to get to that stage with them.

143

They deserve so much better, all of them.

144

Right, come on, let's get home.

145

Right, love.

146

Well, why are the government focusing on this very specific group and what should they be doing about it all?

147

Well, earlier I spoke to the academic, Dr Lisa McKenzie, whose work focuses on class inequality and social justice, to Katie Carr, Director of Education at Public First, a think tank currently chairing a committee exploring this issue,

148

and from Blackpool, Alan Francis, the chair of the Social Mobility Commission and principal of Blackpool and Fylde College.

149

Dr Lisa McKenzie, you have just watched our film.

150

I just wondered what you made of it.

151

The people in that film were great.

152

You know, they were honest.

153

They were talking about their communities and not in a negative way either.

154

You know, they were talking about lots of positives about the area.

155

Very proud of their community.

156

Yeah, very proud and I think we should never forget that.

157

The government have decided to focus quite clearly on this group of children.

158

Why do you think that's important?

159

Because it's a very contested area, isn't it?

160

Who is working class?

161

What relevance is their whiteness?

162

Yes, yeah.

163

What's happened over the last, I don't know, perhaps even 20 years, is the inner city schools have upped their game.

164

And the de-industrialised communities and the coastal communities, they have been, I don't call them left behind, because that sort of suggests they've done something.

165

They were purposefully left out.

166

And, Katie Carl, what does your research show about this particular group of children and why succeeding seems to be so difficult?

167

I think there's something really interesting in the intersection between class and ethnicity here,

168

where we know that a third of white working-class pupils get a grade four or above in English and maths, which is kind of the essential qualifications that you need in order to access almost every part of education and employment compared with two-thirds of other pupils.

169

They're also three times more likely to be suspended than other children.

170

And we also see issues to do with the kind of family relationship between schools and white working-class communities.

171

Lots to talk about there, but Alan Francis, you're both the chair of the Social Mobility Commission and the chief executive of a further education college in Blackpool.

172

The big question is, why?

173

Is it ethnicity?

174

Is it place?

175

Is it de-industrialisation?

176

There's no easy answer, is there?

177

There's definitely no easy answer.

178

I'm really pleased that you're highlighting the problem.

179

But the very important part of that is the point that I think Lisa was making about de-industrialisation.

180

That occupational change in this country is a particularly geographically disparate one.

181

So we've seen London and the areas around London grow really spectacularly.

182

And we've seen areas outside of London, with exceptions like Manchester, and we're starting to see some changes in other big cities now, starting to improve, but they've been...

183

We can use the word left behind, we can use other words, but they've not had the same range of opportunities.

184

Exactly to the point that they're all important, these things, aren't they?

185

They are, they are all important.

186

But what we never do with social mobility is look at the way that middle-class people gain the system.

187

We always look at what we can do to working-class people.

188

You know, they need better education, they've got to have a better idea about education.

189

You know, there's something wrong with their culture, there's something wrong with them.

190

But the reality for the people in Grimsby and in communities like that across the country is, you know, education has to try and work for them, whether it's failing them or their...

191

Yeah, but what happens...

192

So you could, like, raise the standards at a school in Nottinghamshire, where I'm from, in Ashfield, or Mansfield, or Sunderland, or Blackpool.

193

You raise that standard, but then what?

194

Because they're coming out of school at 18.

195

To what?

196

To a post-industrial community that has been hollowed out.

197

And what does all that do to expectations, hope, aspirations among these kids and their families?

198

When we asked white working-class parents what they wanted for their children, They all said that they wanted them to be happy, but that that happiness came from localness.

199

Mostly working class people have got lots of aspiration, but it's a different aspiration to perhaps what politicians and the media think it should be.

200

Alan Francis, that idea that social mobility is something that you do to working class, that you make them almost feel ashamed of where they're from, what do you make of that?

201

We've been arguing at the Social Mobility Commission in the last three or four years when I've been there that actually we need to change the way that we think about

202

social mobility away from the kind of Dick Whittington go to an elite university get an elite job in London view which is work for some and

203

it's helped London greatly but hasn't helped the wider majority of people so we are interested in a version of social mobility that says you don't have to change

204

your class so when we talk about education we've always got a problem that education has to meet the needs of a very very wide range of people so it's got to meet the needs of

205

people who grew up in Grimsby that do want to go to elite universities but at the same time it's got to meet the needs of the young people we can

206

see in the film our solution to that is to provide more choice you know to strengthen vocational routes creating pathways into occupations which

207

allow people to build on their strengths but that doesn't mean declining standards it does mean high quality choices for everybody but there are difficult conversations that I assume we accept have to be had about parental involvement.

208

So I think there are really brilliant examples of schools doing fantastic things on parent engagement.

209

Why don't parents engage?

210

A lot of this is very rational for white working-class pupils and parents in that they do not perceive education to be relevant and to be useful to what they want to achieve in life.

211

It is definitely true that white working class parents don't always engage with education.

212

It's also true that white working class people are also stigmatised, looked down on, and these forms of prejudice around them as well.

213

There's similar arguments, though, to many black and ethnic minority students, aren't they?

214

They are, because the issue is class.

215

Can I just pick up on that point?

216

Because I think that was another thing that we heard really powerfully, was how uncomfortable people are talking about white working class, actually.

217

And that is partly because we don't have a definition that people agree on for white working class.

218

So I think that we need to surface this conversation, give people a definition to work from.

219

I want to come back to you, Alan, if you would, about what you do in education right now, because it is true,

220

for example, that some ethnic minority free school meals pupils, because that's the definition that seems to be currently the most workable one, are doing much better than their white equivalents.

221

And we need to understand why that is, don't we?

222

We do.

223

We also need to recognise that class, in some respects, is a helpful category, in other respects, creates great complexity.

224

So it's not universally the case that all working-class students do badly.

225

That's just not true.

226

But there is an issue when you start to look at who's doing well and who isn't.

227

I noticed the woman in the clip who was talking about the difficulties she has every day just getting to school on time and i'm sure

228

that's come out of other people's research these are difficult challenges but the problem is for the school is if they start

229

to make exceptions for particular families then they're going to be seen as reducing expectations or lowering expectations and

230

these are difficult trade-offs you're saying quite gently that actually should parents should schools be less gentle should there should be more boundaries more expectations

231

i don't care whether you're happy or not you're going to school is that it we also have to be very realistic i was interested also by the guy in the film who talked

232

with quite a lot of nostalgia about the jobs that have gone from grimsby but we have to be really honest those jobs are not coming back those days

233

are not coming back so the future is technology the future is higher skilled occupations i mean that's true isn't it yeah it is true as well

234

but one of the things that we we don't we haven't done is we haven't measured this because all we haven't protected people as well

235

so we've got protected characteristics for lots of groups of people but the one group of people that can be uh you

236

can be prejudiced against them without without fear is white working class people because if you white middle class people are protected by their class

237

whereas white working class people can you can you can be prejudiced against them i mean there's still discrimination even even with the law

238

against many many groups yes there is a number of groups who don't do much better than there is but socioeconomic status is not protected

239

at all throughout so so what we we don't have a good measurement of what's happening because free school meals is not a good measurement

240

um also the tick box of what ethnicity you are is not a good measurement um and then also the government have

241

taken this decision to focus on a group they call the white working class they are talking about mission coastal and mission northeast which are place-based initiatives to try and put in money, resource and target these children.

242

Will it work?

243

Is it the answer?

244

So there are vanishingly few schools that do as well for white working class pupils as other groups of pupils.

245

So I don't think we know enough about what the solutions are for this group.

246

Taking very place-focused approaches to a group that is essentially all across the country is difficult.

247

If you're growing up in Sunderland or Mansfield or Blackpool and still where you live is still being hollowed out, there's still not any opportunities.

248

What does social mobility mean?

249

It means getting on the M1 and going to London.

250

We heard from pupils across the country that they are fascinated by the idea of apprenticeships.

251

They've really bought into this earning while you learn thing.

252

But in white working-class majority areas, there are really few apprenticeships.

253

So I think there are measures that we need to put in place to sort of incentivise small and medium-sized employers in white working-class areas to offer these sorts of things.

254

Dr Lisa McKenzie, Katie Carr and Alan Francis, thanks so much for talking to us today.

255

Thank you.

256

Thank you.

257

See you.

YouTube

4.9/5 على App Store و Google Play

Shadowing English
على الجوال

تعلم اللغة الإنجليزية في أي وقت وفي أي مكان مع تطبيق Shadowing English. حسّن مهارات التواصل لديك اليوم!

تتبع تقدمك في التعلم

تقييم الذكاء الاصطناعي وتصحيح الأخطاء

مكتبة فيديو غنية

امسح للتنزيل

Download on theApp Store

GET IT ONGoogle Play

ما هي تقنية التظليل الصوتي؟

التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.

☕ اشترِ لنا قهوة

يظل ShadowingEnglish مجانيًا بنسبة 100% بفضل دعمكم. تكاليف الخوادم والذكاء الاصطناعي مرتفعة — قهوتكم تبقينا مستمرين! 🙏

التبرع عبر PayPal

ShadowingEnglish.com – تمرين التظليل الصوتي للإنجليزية

تحدث الإنجليزية بطلاقة باستخدام تقنية التظليل الصوتي. استمع لفيديوهات يوتيوب الأصلية، كرر جملة بجملة، وابنِ نطقاً حقيقياً وطلاقة — يستخدمها متعلمو IELTS حول العالم.

تدريب Shadowing: What's holding back the 'white working class' in Grimsby? - تعلم التحدث بالإنجليزية مع YouTube

Shadowing English
على الجوال

السياق والخلفية

أفضل 5 عبارات للتواصل اليومي

دليل خطوة بخطوة لتقنية التظليل

ما هي تقنية التظليل الصوتي؟

تدريب Shadowing: What's holding back the 'white working class' in Grimsby? - تعلم التحدث بالإنجليزية مع YouTube

Shadowing English على الجوال

السياق والخلفية

أفضل 5 عبارات للتواصل اليومي

دليل خطوة بخطوة لتقنية التظليل

ما هي تقنية التظليل الصوتي؟

Shadowing English
على الجوال