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This paper speaks to the experience of Black British male experience in academia, with emphasis on UK and US colleges and universities. It is an autoethnographic study in terms of relating, witnessing, and noting both learning and teaching experiences within the confines of higher education in the UK and US. The idea behind this paper is to highlight the need for greater access and opportunity for Black scholars to teach and study without stress and strain on their minds and bodies. There are a number of studies that confirm the efficacy in sharing one's experience as an "insider" within academia as a person of color. But there are few studies that speak directly to the reality of teaching and researching within the context of Africana or Black Studies in higher education. It is noted that academia should be a place whereby liberal arts of all genres are accepted and respected; in this sense, there is still a long way to go before we can attest to the affirmative of this point of view.

This article looks at the learning of African Caribbean pupils in art and design classrooms in the United Kingdom. It proceeds from the proposition that African Caribbean pupils, as the descendants of enslaved peoples whose cultural lineage has been blurred by the skewed relationship with the white majority group, are uniquely disadvantaged in the classroom. (Contains 3 figures and 7 notes.)

Depression is a common condition among women in the United Kingdom. However, little is known about the context of depression among British African Caribbean women. This article offers a preliminary discussion regarding issues and information pertaining to depression among British African Caribbean women. Characteristics and symptoms of depression along with treatment issues will also be presented.

The question of what to include is a constant challenge to those given the responsibility of education, whether writing at the level of a national curriculum or the departmental scheme of work. Dan Lyndon and his department have been rethinking inclusion in history. In any school, representative history is essential in communicating a sense of relevance to pupils. Lyndon has taken up the challenge of teaching multi-ethnic history without the tokenism that can be attached. Here he gives a variety of examples on how his department inspires and engages a full range of pupils through black British history, finding that the effects can be far reaching. [Reference list contains notes.]

Objective: The project's objective was to provide a course in community and career development to enable women with a diversity of educational and ethnic backgrounds to move into appropriate employment or to enter mainstream education or training. Design: The course was developed using action research with continuous feedback from participants. Setting: The course took place in an ethnically mixed and disadvantaged inner city area. Method: Women were recruited by the course leaders via existing community networks. Both leaders had wide experience of working with women in the area where learning took place. The course was developed collaboratively with participants and course leaders. Results: Action research provided an appropriate framework for developing the course to meet the needs of participants. Half the participants achieved accreditation and half had gained related paid employment by the end of the course. Conclusion: Collaborative development resulted in a course that was more appropriate to participants' expressed needs and provided the foundation for future work with "widening participation" students. The movement of women from ethnic minority communities into appropriate work is likely to have positive health impacts on the wider community.

This article offers sociological reflections on race and neurodiversity in UK higher education (UKHE). Using dialogical knowledge production and collaborative autoethnography, the authors discuss their lived experiences of navigating the politics of neurodiversity and neurotypical hegemony in UKHE as Black sociologists. The central argument explores how race and neurotypical hegemony overexposes Black neurodiverse scholars to a particular and pervasive form of double jeopardy. The authors' reflexive accounts show how, as Black scholars, they must often negotiate the operation of race alongside the hegemonic practices of the white western academy. In this way, they grapple with racism and ableism in the context of value, meritocracy and elitism. The authors contend that drawing on the politics of neurodiversity in conjunction with Black subjectivities can generate routes into exposing and dismantling neurotypical hegemony. A key motive for discussing their own experiences as neurodivergent scholars in UKHE is that existing research and anecdotal reflections point to a pattern of general whitening of how we understand neurodiversity in academia. The authors indulge their personal, political and academic commitment to this subject as they contend that as Black neurodivergent sociologists, we'll see things they'll never see. [ABSTRACT FROM AUTHOR]

The participation of Black educators in the UK's education system has been a source of much debate in recent years. Research indicates having a teaching force that better represents society is critical because of the character, ubiquity, pervasiveness, duration and importance of teaching as a social activity. However, to date, many of the existing studies have taken place in primary, secondary and higher education contexts. The primary purpose of this paper is to draw upon concepts of identity to make Black educator identity visible in the Early Childhood Education and Care (ECEC) context. Secondly, this paper aims to contribute to recent developments around mobilising Black studies as an academic discipline by seeking to explore how Black ECEC educators construct their identity through their professional practice. This paper draws on Critical Race Theory and narrative analysis methods to illustrate the experiences of Black ECEC educators. While this paper does not generalise to the experience of all Black educators, it does highlight a much under-researched area and advocates the need for counter-narratives to challenge normative unracialised experiences. [ABSTRACT FROM AUTHOR]

This article responds to the contemporary debates in UK higher education about the need to 'decolonise the curriculum', with particular attention to the implications for the discipline of history. The author positions these important debates as one outcome of a transnational movement led by students of colour whose grievances reach into and beyond the classroom. The first part of the article examines the origins of this movement identifying some important antecedents as well as the broader political and socio‐economic forces that propelled its rise in 2015. There then follows an examination of the movement's multidimensional critique of the university sector, which includes—but is not limited to—the call to 'decolonise the curriculum', before considering potential implications for academic workers labouring in the discipline of history. [ABSTRACT FROM AUTHOR]

The Black Supplementary School Movement has a fifty-year tradition of resisting racism in Britain. Central to the movement is a construction of African Diasporic Blackness that is marginalized in British scholarship. 'Political blackness', based on the unity ethnic minority groups, is an important frame of reference in Britain. This article will examine the limitations of 'political blackness' in relation to research carried out in the Black Supplementary School Movement that involved interviews with key activists and an archival analysis of documents at the George Padmore Institute. Political blackness is based on an inaccurate understanding of the relationship between multiculturalism and anti-racism; a misreading of the complex and global nature of racism and a non-strategic essentialism. The concept also creates a form non-whiteism, which disempowers ethnic minority communities and works to delegitimize African Diasporic Blackness, which has a tradition of resisting racist oppression. [ABSTRACT FROM AUTHOR]

The experience of immigrants and ethnic minorities in post-war Europe represents a significant silence in the history of education in Europe. Published research in the field on this theme is negligible in quantity, and is largely restricted to brief and narrative descriptions of policy changes that are organised around concepts of assimilation, cultural pluralism or integration. A review of the British case suggests that these kinds of accounts stymie our understanding of the importance of education for immigrants and their children. A more productive approach may be to pay greater attention to the lives of immigrant groups in post-war Europe and, in particular, to reconstruct those diverse forms of educational agency that were deployed in the construction and negotiation of new identities. It is argued that this approach will require both new empirical research and a sustained and critical engagement with the ideas and practices of postcolonial scholarship. [ABSTRACT FROM AUTHOR]