Black radical politics are comprehensively defined and the aim is to understand how such a political ideology can be used to overcome racial inequalities in contemporary Britain. A Black radical challenge to mainstream racial theory within the academy is outlined, along with an interrogation of the principle limitation of Black radical thought, that of essentialism and cultural authenticity. To illustrate how a Black radical approach can be understood, the position was applied to inequalities in schooling. Black radicalism argues for a Black independent education. Black supplementary schools are spaces organised by concerned members of the Black community and offer extra teaching of mainstream curricula and also Black studies. These are presented as potential spaces for Black radical independent education. A Black supplementary school was selected as a case study, where a critical participatory ethnography was undertaken. The researcher spent 7 months working as a teacher in the supplementary school, collecting extensive fieldnotes. Experiences in the programme revealed strengths in the relationships, diverse curriculum and empowering nature of the environment for students. A number of challenges also arose including structure, coordination and decline in attendance. Overall, the potential for a Black radical independent education exists within Black supplementary school movement.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:530215 |
| Date | January 2011 |
| Creators | Andrews, Kehlinde Nkosi |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/1457/ |
Page generated in 0.008 seconds