The Politics of Black Presence in Britain and Black Male Exclusion in the British Education System

Abstract

This article examines Black settlement in the United Kingdom in relation to the experience of Black male exclusion in the British education system. The time frame covers the post-World War II era and the subsequent Enoch Powell era that manifested in anti-Black discrimination throughout British society in the 1960s to mid-1970s. During this period, people of color in British schools, particularly males of African Caribbean heritage, were experiencing poor results in terms of gaining education qualifications. A major contention is that one cannot divorce the broader anti-Black political sentiment from the British education system; the two are interwoven when it comes to understanding the plight of Black British school children in historical and contemporary times

African and Caribbean adolescents in Britain: ethnic identity and Britishness

“…In contrast, young Caribbeans, especially boys, have a long history of educational underachievement and school disaffection (Demi 2001(Demi , 2003Graham and Robinson 2004;Christian 2005;Mirza 2006). While some have argued that this reflects residual disillusionments of the post-imperial diasporic experience, others look to wider social and demographic shifts among the second and third generations (Reynolds 2003;Goulbourne and Solomos 2004).…”

‘The world is out to get me, bruv’: life after school ‘exclusion’

“…Most were, however, demonised by peers and pupils, experienced discrimination and were not offered help with weak subjects (Majors, 2001;Christian, 2005;Pitts, 2007;Briggs et al, 2007;Briggs, 2009). Most lost interest, 'played up in class' and became disaffected, preferring to tap into the urban street culture by 'jammin ends', listening to music, go on 'road', play X-Box or smoke cannabis.…”

“…Official guidance states that this practice is unacceptable, but it continues to take place with damaging long-term consequences for pupils and their families (Brodie, 1999). Some groups of young people are disproportionately more likely to experience exclusion than others (McCluskey, 2008): those from poor families, children with learning difficulties, children in care of a Local Authority, minority ethnic pupils, school age mothers, low educational achievement and living in urban areas (DfEE, 1999;Martin et al, 1999;HMI, 2001;Wacquant, 2001;Modood 2004;Christian, 2005).…”

“…were not available to them (also see Majors, 2001;Christian, 2005;Pitts, 2007;Briggs et al, 2007). Other research points to confrontational relationships with teachers, discipline problems, poor facility in English, difficulties with cultural adaptation, truancy, racism and poorly resourced schools which lead to high exclusion rates (Majors, 2001;Milbourne, 2002;Modood, 2003;Dwyer et al 2006).…”

Othering difference: framing identities and representation in black children's schooling in the British context

“…Within general educational discourse black children's schooling experiences and underperformance have been ascribed to, inter alia, deficits, cultural differences and family practices (Coard 1971;Reynolds 2006;Christian 2005). Moreover, the discourse in Britain concerning black children as a problem to be managed is also reflected historically and contemporaneously through social policy.…”