Back to Black: Black Radicalism and the Supplementary School Movement

Andrews, Kehlinde Nkosi (2011). Back to Black: Black Radicalism and the Supplementary School Movement. University of Birmingham. Ph.D.


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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.

Type of Work: Thesis (Doctorates > Ph.D.)
Award Type: Doctorates > Ph.D.
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: Department of Social Policy, Sociology and Criminology
Funders: None/not applicable
Subjects: H Social Sciences > HT Communities. Classes. Races
H Social Sciences > HM Sociology


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