Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.815287
Title: A critical race theory analysis of the reflections of Black West African adults on their education in English schools
Author: Tambi, Theophilus Moma
ISNI:       0000 0004 9357 298X
Awarding Body: Keele University
Current Institution: Keele University
Date of Award: 2020
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Abstract:
Educational research relating to students of black and minority ethnic (BME) backgrounds in England often contains a disproportionately high coverage of issues of underachievement at the expense of the educational experiences of the students. Much of the research on educational experiences tends to relegate the voices of students of Black West African (BWA) background as a distinct minority group whose educational needs and experiences are sometimes subsumed under the label African Caribbean. Using critical race theory (CRT), fused with elements of traditional West African folklore, as a theoretical framework, this thesis critically analyses the narratives of 10 BWA adults as they reflect on their educational experiences within secondary schools in the North West of England between 2003 and 2013. While giving prominence to the voices and perspectives of the participants, this thesis seeks to examine not only the key elements of the experiences but also to focus on the participants’ interpretations of the factors that mitigated their educational experiences. Among the key findings of the thesis are the participants’ perceptions that their educational experiences were framed by a profusion of nuanced educational practices that amounted to racial discrimination. Findings of this nature are contrary to the proliferation of anti-discriminatory policies and rhetoric around multiculturalism and inclusion that in the light of these findings instead serve to fuel a resurgence of complacency around the role of race in education in England today. In relation to the findings, this thesis suggests a ‘pedagogy of BWA students in English schools’ which entails a set of core conditions and principles that should be observed at a professional level and backed by a stronger political will and commitment to inclusion and social justice.
Supervisor: Shain, Farzana Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.815287  DOI: Not available
Keywords: LB Theory and practice of education
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