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In Greek mythology, Metis’s cunning intelligence and polymorphism are crucial in Zeus’s victory over the Titans. However, the paranoid god eventually swallows Metis and claims her cunning intellect...

Speaking to the need for decolonising the oppressed, Metis scholar and activist Howard Adams once questioned why many Metis became confused, puzzled, and lived in constant denial of their unique hi...

Through the voice of a Metis educator, this work addresses the foundations of an Indigenous lifelong education. Lived experiences connect with unfolding personal narrative to demonstrate the ancien...

Drawing on research among Cree and Metis hunters, we consider how moose enter into situated relationships with humans, other beings, and one another. Moose engage in communicative acts exhibiting e...

One of the many ironies about the Metis political leader, poet, and mystic Louis Riel (1844–1885) is that the most influential book written about him is not by a Canadian, much less a Metis, but by...

In her pathfinding volume on Indigenous resistance in Canada/Kanata titled When the Other Is Me, Emma LaRocque (Plains Cree Metis) makes the argument that decolonial intervention is transactional. ...

In this article, I autoethnographically consider my experiences as a Metis scholar of mixed Indigenous and European ancestry based in Canada as an entry point for exploration of critical, i...

A group involving Metis and Indigenous graduate students from the University of Manitoba and inner-city Indigenous youth developed and participated in an outdoor adventure-based canoe trip in Queti...

This article examines the use of literary genre in Supreme Court of Canada (SCC) decisions on Indigenous land rights (Aboriginal title) and in Metis playwright Marie Clements’ 2003 play Burning Vis...

This narrative inquiry is informed by a concern to increase the number of Indigenous teachers in Canadian classrooms. While the Indigenous population is younger and growing faster than the non-Indi...

In Pollution Is Colonialism, Max Liboiron (Metis/Michif) makes the case for anticolonial sciences as knowledge systems that ‘function more like infrastructures’ (p. 133). In this framing, Liboiron ...

From 2005–2010 the province of Alberta introduced a social studies program of study mandating that all K–12 teachers use the lens of First Nations, Metis, and Inuit perspectives to help students un...

James Brady was a mid twentieth-century Indigenous political organiser, trapper, prospector, writer, and intellectual. He was also a prolific photographer. This article considers the significance a...

The Indian Residential School Settlement Agreement ushered First Nation, Metis, and Inuit people, along with their non-indigenous neighbours in Canada, into a transitional justice era. Indian Resid...

Rhetoric has always been bestial. The horse, Polos, bucks against decorous Aristotelian rhetoric (Sutton, “The Taming”). Octopi model an Odyssean metis (Hawhee, Bodily Arts 57), Korax—that infamous...

Snakes suffer from a bad reputation, and few human allies stand to prevent their extirpation. Yet more rhetorically powerful than any ethical injunction halting human violence upon nature, a sensuous moment of intertwining with the serpent can enact onto-epistemological shifts and dispositional transformations. Through a serpentine metis and mythopoetics of cunning wisdom and knowledge production, we can imaginatively, transversally, re-member the feeling of raising serpentine energy along the spine, sloughing off old skin, and slithering down among the roots and rhizomes into the depths of uncertainty. Opening up a space for the otherwise, responding to the hum of rhetorical energy coursing through our more-than-human relations, we may still live to tell new stories with the snakes and the rest of our strange kin.

Drawing on her experience as ‘critical interlocutor’ within the research project Weaving Codes / Coding Weaves, in this article Emma Cocker reflects on the human qualities of attention, cognitive agility and tactical intelligence activated within live coding and ancient weaving with reference to the Ancient Greek concepts of technē, kairos and mêtis. The article explores how the specificity of ‘thinking-in-action’ cultivated within improvisatory live coding relates to the embodied ‘thought-in-motion’ activated whilst working on the loom. Echoing the wider concerns of Weaving Codes / Coding Weaves, an attempt is made to redefine the relation between weave and code by dislodging the dominant utilitarian histories that connect computer and the loom, instead placing emphasis on the potentially resistant and subversive forms of live thinking-and-knowing cultivated within live coding and ancient weaving. Cocker addresses the Penelopean poetics of both practices, proposing how the combination of kairotic timing and timeliness with the mêtic act of ‘doing-undoing-redoing’ therein offers a subversive alternative to - even critique of - certain utilitarian technological developments (within both coding and weaving) which in privileging efficiency and optimization can delimit creative possibilities, reducing the potential of human intervention and invention in the seizing of opportunity, accident, chance and contingency.

Hollaback! is an international movement seeking to end street harassment. Its website invites women to share narratives of their experience of street harassment as well as photos of the men who harassed them. We treat Hollaback! as an exemplar of feminist online activism and aim to identify lessons for other feminist online activists and organizations. In particular, we argue that the site’s narrative-image posts provide a powerful means of enacting countervisuality in public spaces. After analyzing 26 narrative-image postings on the Hollaback! website, we identify three collective rhetorical effects of countervisuality: Altering the traditional dichotomy of male/observer and female/observed, enacting feminist rhetorical agency through mobility in public spaces, and generating women’s solidarity through shared experience. We then argue that Hollaback!’s strategy of countervisuality insufficiently enacted the core principles of feminist rhetorical resilience, especially the concept of metis. We con...

This essay deals with Nina Bouraoui’s mixed-race (metis) identity as presented in her autobiographical novels Garcon manque and Mes mauvaises pensees. The metis question takes the shape of a repres...

Visual and cultural modes of expression and intercultural engagement have broad implications for recognition politics. Recognition-based strategies for the governance of Indigenous difference in settler colonies engage in an economy of perception that capitalises on the currency of inclusion and diversity. This paper explores the visual and cultural fields of recognition politics in the Canadian settler state through the examples of the 2008 Apology from the federal government for Indian Residential Schools and the stained-glass window – Giniigaaniimenaaning (Looking Ahead) by Metis artist Christi Belcourt – commissioned to commemorate the Apology. The paper uses Judith Butler’s concepts of recognisability and framing to make sense of these events as legitimations of settler colonialism. It goes on to explore the possibility of rupture in the inherent instability of ‘frames of recognition’, in Butler’s terms, and uses Jolene Rickard’s conceptualisation of visual sovereignty to also make sense of t...

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Metis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in...

First Nations, Metis, and Inuit (FNMI) youth experience many health disparities in comparison with their mainstream Canadian peers. Researchers have recommended that interventions developed to enha...

Based on a review of works by Indigenous educators, this paper suggests a four-domain framework for developing course outcome statements that will serve all students, with a focus on better supporting the educational empowerment of Indigenous students. The framework expands the three domains of learning, pioneered by Bloom to a four-domain construction based on the four quadrants of the Medicine Wheel , a teaching/learning framework that has widespread use in the Indigenous communities of North America (Native American, First Nation, Metis, Inuit, etc.). This paper expands on the cognitive (mental), psychomotor (physical) and affective (emotional) domains to add the fourth quadrant, spiritual, as being essential for balance in curricular design that supports students in their learning goals. The description of the spiritual quadrant includes a progression of learning outcomes and suggested verbs for developing learning outcome statements. Evaluation and practical implications are also discussed.

Inuit, even more marginalized than the First Nations or Metis, settled along what is now northern Canada some 4000–6000 years ago. They have a centuries-long history of orature (legends, myths, songs, etc.), although literacy is a more recent arrival. Interest in this traditionally nomadic, socially complex, and richly imaginative culture has been increasing rapidly in the past few years, with the emergence of prize-winning films by Zacharias Kunuk and others; the second edition of Life Among the Qallunaat (the autobiography of Mini Freeman, a quadrilingual Inuk who worked as a translator in Ottawa for some 20 years); and the publication in 2013 of an English version of what has been called the first Inuktitut novel, first begun by a woman in the 1950s. This paper will examine a few recent developments in the present-day circulation of the traditions of one Canada’s no-longer-quite-so-invisible ‘invisible minorities,’ with a particular focus on Sanaaq by Mitiarjuk Nappaaluk, who has been referred ...

Although the literature on settler colonialism intends to identify what is specific about the settler colonial experience, it can also homogenize diverse settler colonial narratives and contexts. In particular, in Canada, discussion of the ‘logic of elimination’ must contend with the discrete experiences of multiple Indigenous groups, including the Metis. This article examines relationships between Metis people and settler colonialism in Canada to distinguish how Metis histories contribute to a broader narrative of settler colonial genocide in Canada. Cast as ‘halfbreeds’ and considered rebels by the newly forming Canadian nation-state, Metis peoples were discouraged from ‘illegitimate breeding’. Moreover, their unique experiences of the residential school system and forced sterilization have heretofore been underexplored in historiographies of genocide and settler colonial elimination in Canada. These social, political and racial divisions in Canada are magnified through genocidal structures and they rea...

This article reviews recent works on Indigenous politics and history in the Canadian context to produce insights about genocide in the Canadian context. The article is situated primarily in the field of Indigenous studies while also drawing on the field of settler colonial studies. It begins with contemplation of the concept of genocide and related terms in the Canadian context. The author suggests that it is useful to apply the concept of elimination developed by Patrick Wolfe to studies of genocide. The article then turns to Mohawk Interruptus with significant emphasis placed on how author Audra Simpson theorizes the concept of ‘refusal’ and the ‘fear of social and political death’. The last part of the article focuses on two books that examine the late nineteenth-century northern plains: Metis and the Medicine Line by Michel Hogue and Clearing the Plains by James Daschuk. These books succeed in detailing the great changes that occurred as the fur trade era fell away and a settler colonial regime emerge...

This paper interweaves an ancient conceptualization of movement and mobility with the paradigmatic case of early twentieth-century Chinese migration to the USA in order to explore migrants’ ability to both re-interpret institutional control of movement and generate identities that garner institutional and community acceptance. By not ‘settling’ migrants into the discourse of (undocumented) immigrants, the paper (i) develops a framework for the study of migrants–state interactions that goes beyond claims to citizenship and demands for rights and (ii) explores practices and means through which migrants gain access to restricted territories and maintain presence in otherwise unwelcoming communities. The paper argues that such practices explicate the autonomy of migration: a phenomenon that is constitutive to processes of political transformation and is critical to the study of state sovereignty, citizenship rights, and political agency.

The promise of democracy rests on the practice of active citizenship. Historically, local government has been a key incubator of civic leadership. In recent decades, however, community fortunes have grown increasingly dependent on economic and policy decisions made elsewhere. Has the concentration of power in corporations and the state undermined the practice of local citizenship? Using data from two decades of field research in California communities, I argue that citizenship is alive if not entirely well in California communities, often taking unconventional or less heralded forms. The paper draws on democratic theory to articulate three essential attributes of democratic citizenship: metis (prudent knowledge), craft (skilled practice), and civic mindedness (sociable sensibility). It then provides examples of these attributes as they shape citizenship practices within welfare-to-work and local food systems networks. Finally, it suggests lessons for community developers interested in deepening the practi...

According to Mary Shelley’s 1831 Introduction, her great novel is her “hideous progeny.” This proclamation along with numerous birthing metaphors place her Introduction within the obstetric discourse field of the maternal imagination, a theory which claimed that pregnant women’s imaginations had the power to deform their fetuses. More importantly, the maternal imagination, and thus Mary Shelley’s Introduction, is a form of metic rhetoric with a distinctly maternal flavor.

The Metis research project aims at supporting maritime safety and security by facilitating continuous monitoring of vessels in national coastal waters and prevention of phenomena, such as vessel collisions, environmental hazard, or detection of malicious intents, such as smuggling. Surveillance systems such as Metis typically comprise a number of heterogeneous information sources and information aggregators. Among the main problems of their deployment lies their scalability with respect to a potentially large number of monitored entities. One of the solutions to the problem is continuous and timely adaptation and reconfiguration of the system according to the changing environment it operates in. At any given timepoint, the system should use only a minimal set of information sources and aggregators needed to facilitate effective and early detection of indicators of interest. Here, we describe the Metis system prototype and introduce a theoretical framework for modelling scalable information-aggregation sys...

Metis is an underexplored rhetorical counterpart to phronesis that can be described as a flexible, innovative intelligence used in unexpected or unprecedented situations. This article explores metis in relation to techne, praxis, and phronesis, arguing that our programs should strive to cultivate students' metic intelligence through client projects and service-learning experiences. Adapting Agile project management strategies used in software development may offer one means of scaffolding this learning.

This article presents findings of a study that explored how culture influenced support for wildfire mitigation in Peavine Metis Settlement, an Aboriginal community located in Alberta, Canada. Community-based research was completed using interviews, focus groups, and participant observation. The results show that cultural factors appeared to influence wildfire mitigation preferences. Participants indicated the current state of the forest was not natural, and that mitigation activities would likely improve forest health. Participants supported Settlement Council-led wildfire mitigation activities at both the residential and community level due to a preference for communal action and collective problem solving. Participants also were found to distrust “outsiders” and preferred programs developed by members of their own community. The results of this study show that wildfire mitigation programs based on local culture can be well supported in an Aboriginal community.

In Canada, the use of omnibus budget bills in recent years has grown substantially. In 2012, it was used twice by the Government of Canada. As a result, a number of substantial changes to environmental legislation were introduced with virtually no debate nor compromise. This situation has been criticized for seriously reducing the credibility of the budget process and the authority of Parliament in Canada, as well as undermining the transparency and accountability of the policy-making process. This paper describes how changes to major policies through the use of omnibus bills (all, arguably, in the name of faster project review decisions) affect not only established environmental protection efforts, but also the public and Aboriginal (First Nations, Inuit and Metis) peoples, particularly in terms of their capacity to effectively participate in resource development.

Indigenous cultural and language negotiations ongoing in the contexts of South Africa and Canada are documented in two studies, one sharing narratives from Black parents in South Africa and the other sharing narratives of Metis Elders in Canada. Black parents’ perspectives on Indigenous language and cultures and the role of education in postapartheid South Africa are explored. Metis Elders’ perspectives examine the negotiation of identities through Indigenous languages in Metis contexts, importance of sharing stories in Indigenous languages, and understanding Michif and language negotiations in colonial and neocolonial times. We compare across these Indigenous contexts their complex and evolving language histories, racial categorization and repression of identities, demographics and impacts on languages, roles of languages in relationships to self and culture, and roles of English dominance in relation to Indigenous languages. Conclusions suggest the importance of nurturing and respecting Indigenous langu...

A food crisis confronts many Indigenous communities in northwestern Canada, as reflected by wide-scale food insecurity and diet-related disease. South-generated responses to this crisis generally disregard principles of Indigenous food sovereignty and are disengaged from concerns related to environmental and food justice. This study seeks to explore the needs and priorities of a First Nation (Misipawistik Cree Nation) and an associated Metis community (Grand Rapids) regarding existing and potential responses to the food crisis in northern Manitoba. Substantial changes to the traditional food system were initiated during the establishment of the reserve system in the 1800s and now extend to damage associated with hydro development. Responses to these changes were categorised according to themes and include the revival of country food traditions, individual and community gardens, agriculture in the North, and better quality imported foods. Regardless of response, decision-making needs to be community-driven...

This paper presents the findings of a study that explored public support for wildfire mitigation programmes implemented in Peavine Metis Settlement, an Indigenous community located in Alberta, Canada. Data were collected in a community-based study using interviews, focus groups and participant observation over a 4-year period. Results showed that support for the wildfire mitigation programme was influenced by local leadership, economics, community capacity and land and home ownership. The communal nature of land and home ownership on the settlement influenced support for wildfire mitigation that was conducted by the settlement at both the residential and community levels. Employment opportunities available in the community for settlement members for wildfire mitigation activities also increased support for the local wildfire mitigation programme. A local Aboriginal leader skilled in wildfire mitigation and existing community capacity was also seen as vital to settlement member support for the programme.

From 1887 to 1946, the administrative apparatus known as the indigenat provided French administrators in New Caledonia with a set of exceptional measures to streamline the governing and summary repression of persons defined as indigenes (‘natives’). This paper examines the place of the indigenat, the role of colonial administrators in defining one or more communities of race and the variable status of the category of indigene in New Caledonia in the period to 1946. Particular consideration is given to the influence (or absence thereof) of the science of race on administrative thinking about native policy in New Caledonia, the distinctions drawn between different categories of indigene, the extent to which cultural and political divisions between the Grande terre (mainland) and the Loyalty Islands were imagined or constructed in racial terms and the situation of metis (‘half-castes’). The paper argues that an incipient definition of the indigene as a person of Melanesian, Polynesian, mixed or Oceanian race...

This article describes the stance that a rhetorical English teacher adopts, in order to respond more flexibly to the student who operates from the boundaries of our classrooms, our pedagogy and our theoretical investments. It is suggested that when we welcome these boundary dwellers, far from disrupting our practice, we prompt civic discourse and so we constitute the unique practice of English teachers. The article pursues a question from one such boundary dweller – a 14-year-old boy – who asks, ‘why should I study English?’ – and suggests that if teachers can use the rhetorical posture of metis and the power of a student question, we can generate new knowledge and so more effectively answer this question.

Indigenous digital storytelling in video is a way of witnessing the stories of Indigenous communities and Elders, including what has happened and is happening in the lives and work of Indigenous peoples. Witnessing includes acts of remembrance in which we look back to reinterpret and recreate our relationship to the past in order to understand the present. Pedagogical witnessing allows my reading, viewing, or listening to be an event in which I allow the understanding of someone else's life to interrupt my own life. This article begins with a discussion of a digital storytelling video project in which an Indigenous Elder, Alma Desjarlais—a Cree/Metis grandmother—shares stories to witness and help us understand the histories of trauma and the resilience and strength of Indigenous peoples. Her stories are interspersed from the film, Grandmothers of the Metis Nation (Iseke, 2010a; to view a trailer for the film see http://www.ourelderstories.com) that is part of the digital storytelling project and provides ...

Similar to other parts of Asia, the HIV epidemic in Nepal is concentrated among a small number of groups, including transgender people, or Metis. This study was conducted to explore the social context of stigma among Metis in Nepal to better understand their risk for HIV. Fourteen in-depth interviews were conducted with Metis in Kathmandu, Nepal. We found that stigma from families leading to rural-urban migration exposed Metis to discrimination from law enforcement, employers and sexual partners, which influenced their risk for HIV. Specific HIV-related risks identified were rape by law enforcement officers, inconsistent condom use and high reported numbers of sexual partners. These data point to an immediate need to work with law enforcement to reduce violence targeting Metis. HIV prevention, housing and employment outreach to Metis in rural areas and those who migrate to urban areas is also needed. Finally, there is a need for more research to determine the prevalence of HIV among Metis, to explore risk within sexual networks and to better understand of the relationship between Metis and their families in order to develop future programmes and interventions.

In 2009, the Aboriginal Healing Foundation (AHF) undertook research to examine the use of creative arts in relation to healing from historic trauma and the legacy of Canada's Indian Residential School system. The research process included a survey of more than one hundred First Nation, Inuit, and Metis healing programs, interviews with healers and therapists, and participant-observation of an art therapy workshop held at Tsow-Tun Le Lum Healing Centre on the Nanoose First Nation in British Columbia. This paper presents finding from the survey followed by a detailed presentation of the art therapy workshop. The writing includes research and policy perspectives as well as the art therapist's aesthetic response to the research process.

This study challenges the conventional wisdom that the Internet is a reliable source of operational knowledge for terrorists, allowing them to train for terrorist attacks without access to real-world training camps and practical experience. The article distinguishes between abstract technical knowledge (what the Greeks called techne) and practical, experiential knowledge (mētis), investigating how each helps terrorists prepare for attacks. This distinction offers insight into how terrorists acquire the practical know-how they need to perform their activities as opposed to abstract know-what contained in bomb-making manuals. It also underscores the Internet's limitations as a source of operational knowledge for terrorists. While the Internet allows militants to share substantial techne, along with religious and ideological information, it is not particularly useful for disseminating the experiential and situational knowledge terrorists use to engage in acts of political violence. One likely reason why Al Q...

This paper seeks to examine the ambiguous place of Canberra within the political geography of Australia, through exploring the place of the city among a particular category of political actors—lobbyists. Drawing on a series of interviews with lobbyists working for interest groups, government relations firms, or as freelancers, the city is presented as a central site of lobbying within the national polity through two key (and related) dimensions: the city as a site of localised political knowledge, or metis; and Canberra as a place of ‘urban buzz’ or situated communicative interaction. The paper concludes both with a discussion of how these concepts may help us to better understand the political behaviours of lobbyists, and how the observed spatial imaginations and practice of lobbyists in Canberra interacts with the theorisation of ‘urban buzz’.

An Aboriginal-guided decolonizing methodology is employed in this study to examine the leisure-like lived experiences of urban-dwelling Metis and First Nations women and men living with diabetes (N = 42) in Winnipeg, Canada. Directed by the Aboriginal knowledge and world views to ensure cultural sensitivity and relevance, this methodology served as foreground for the voices of the Aboriginal study participants into three key themes of leisure-like pursuits. The first two themes, (1) family, friends, and relationship-oriented pursuits and (2) helping people in community, are closely related within the nature of Aboriginal relationships. The third theme is spiritual and cultural activities. An overarching quality of these leisure-like pursuits is engagement in enjoyable activities that are a meaningful expression of lived culture.

The author argues that we have chosen a rhetorical history that normalizes and silences rhetorical bodies. In response, the author exhumes an embodied history of rhetoric, reexamining the myths of the Greek goddess Metis as a means of enlivening rhetorical theory and history. The author then connects these myths to other rhetorical traditions invoked by Helene Cixous and Gloria Anzaldua, connecting Metis to Medusa and to mestiza consciousness. The author affirms the rhetorical power of the body, specifically of those bodies that challenge rhetorical norms.

Like other Indigenous circumpolar people, the Labrador Inuit and Inuit-Metis have experienced escalating social change through the post-contact period. This change can be divided into three phases: disruption, adaptation and transformation. The final phase—through the twentieth century and ongoing—has been a time of massive social change, marked by technological change, the introduction of wage labor, the entrenchment of the capitalist economy, industrialization throughout Inuit territory, the militarization of Labrador, and a new reliance on imported foods. Thus, through the transformation phase, the Labrador Inuit are undergoing the epidemiologic transition (from mainly infectious diseases to chronic degenerative conditions). This is a mixed experience for them and should be viewed as such. The nutrition literature provides us with much useful information about the effects of social change, particularly health effects, among the Labrador Inuit. It also helps us locate Inuit communities in the th...

This essay seeks to explore the themes inherent to the concept of metissage, which renders it peculiarly fecund with anthropological possibilities. Some of the ideologies explicated are commonly accepted as expressive of the term itself; others require appropriation and incorporation but are in keeping with the general themes of hybridity and multiplicity identifiable as metis(se) formulations. What follows then is an outline of the current usages of metissage and its possibilities for anthropological reflexivity in regard to Black British Christian women.

The discourse of Empire imprisoned the metis (mixed-race male) and the metisse (mixed-race female) as inferior objects in the essentialised category of race. Mixed race individuals problematised the relation between the Self and the Other in colonised societies and their stories became inextricably intertwined with colonial histories of domination and exclusion. In the postcolonial era when the metis/metisse as object of gaze emerges as a liberated and a free speaking subject, alternative stories of mixed race experiences and new models of metissage (racial/cultural mixing) became available. In this study I examine critically the ways in which metissage and metisse subjectivities are expressed in postcolonial societies through a reading of three Francophone novels, whose main focus is “racial metissage” as experienced by women, and whose authors are all women of mixed-race. Specifically, I examine “Metisse Blanche” (White Metisse) (1989) by the Franco-Vietnamese writer Kim Lefevre, “A l'autre bout de moi”...

Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over‐represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common‐sense explanation for their underachievement is often in relation to the perception that mixed‐heritage people are more likely to have ‘identity problems’ and low self‐esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio‐economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research, 1 this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are im...