Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530215
Title: Back to Black : Black Radicalism and the Supplementary School Movement
Author: Andrews, Kehlinde Nkosi
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2011
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Abstract:
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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.530215  DOI: Not available
Keywords: HT Communities. Classes. Races ; HM Sociology
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