Search

This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young bl...

This chapter analyses Black women academics and senior managers’ experiences of working in UK higher education. Testimony included in this chapter is drawn from the authors’ experiences with White staff, and critical discussion and shared reflection as the chapter was being prepared. The chapter utilises the theoretical lenses of intersectionality and critical race theory that have coincided with and been supported by the phenomenological experiences of the authors. The womens’ narratives reflect notions of resistance and resilience, which coalesce around themes of challenging visibility and invisibility, negotiating institutional power and the use of their networks in sustaining their survival.

This article examines the constitution of black consciousness within the United States and Great Britain via structuration theory and phenomenological structuralism. Against the postmodern and poststructural logic of intersectionality and Du Boisian double consciousness as articulated contemporarily in the discourses of postsegregation black scholars in the likes of Cornel West and Paul Gilroy to explain the constitution of black consciousness, we argue that the aforementioned are postindustrial bourgeois identity constructions or discourses. Concluding that where they exist, the majority of the divergences of black practical consciousnesses from the social class language game of the upper-class of white owners and high-level executives, in the two societies are, for the most part, class, and not racially or culturally, based.

This article synthesizes Marxian conceptions of identity construction within capitalist relations of production with the Wittgensteinian notion of “language games” to offer a more appropriate relational framework within which scholars ought to understand the Black–White academic achievement gap in America, the United Kingdom, and globally.

Against Ogbu's oppositional culture hypothesis, this article offers a class or structural/relational framework to contextualizing and understanding why it is that Blacks have more limited skills in processing information from articles, books, tables, charts, and graphs compared with their White counterparts in the United States and United Kingdom. We synthesize Marxian conceptions of identity construction within capitalist relations of production with the Wittgensteinian notion of “language games” to offer a more appropriate relational framework within which scholars ought to understand this Black–White academic achievement gap in America and the United Kingdom.

This article is a contribution to the ongoing issue and debate concerning the performance of black children in British schools. The issue of under-performing black students is longstanding and persistent. There has been a lack of political will to rectify the matter. On the contrary, the inculcation of neo-liberal education policies with their emphasis on competition and choice is exacerbating existing inequalities. It is argued that an understanding of inequalities can be enhanced by intersectional analysis. The post-school experience of black students indicates a desire to transform their relative school failure through the use of wider community resources. A case study reveals the attempts of black students to move beyond their negative school experience. Critical social capital in the black community can foster a proactive approach in access to post-school education. Keywords: black students, neo-liberalism, educational desire, community (Published: 1 March 2013) Citation: Education Inquiry Vol. 4, No. 1, March 2013, pp. 87–102

by Wayne Martino and Goli Rezsai-Rashti, New York, Routledge, 2011, 274 pp., £80.00 (hardback), ISBN 978-0-41-587866-1, e-book ISBN 978-0-20-313873-1 The call for more male teachers in order to sol...

This paper, based on research in five British schools, focuses on the experience of black young people in the British education system. It is set within the contexts of both persistent underperformance and overrepresentation in school exclusion of these children. The concept of intersectionality informs the study in terms of disaggregating the children primarily by divisions of race, class and gender. Issues of whiteness further informs the context of the interactions between children and teachers. The interactions between and the views of teachers and black children are seen as deeply implicated in the unequal learning outcomes still prevailing in British schools.

This article examines the experience of Black women academics in British universities. 1 The background to this is the under‐representation of Black people at all levels of academia, particularly in senior posts. Black women in academia can be seen to be occupying a space that has historically been the preserve of the white middle‐class male. Within this space Black women are ‘space invaders’. The article explores this concept by reporting the findings from a study of Black women academics. The marginalization, tenuous position, lack of a sense of belonging and survivalist strategies are issues explored. Feelings of being excessively scrutinized and marginalized are common amongst the women. Issues of lack of progression, workload management, lack of opportunities, lack of support and access to resources are identified by the women and discussed. The article describes how Black women negotiate their experiences of work in academia and how they feel damaged by their experiences. The article concludes by ma...

Cet article est base sur des donnees rassemblees lors d'une importante etude ethnographique sur les conditions d'exclusion scolaire intervenues dans des etablissements du secondaire des Midlands. L'objectif de cette etude etait d'identifier la nature des exclusions et de produire un schema des exclusions des eleves issus des minorites ethniques, en particulier des Antilles et de denoncer le processus scolaire qui aboutissait a un tel resultat. Certains entretiens conduits aupres de cette population d'eleves et de leurs parents sont repris dans cet article qui analyse les problemes apparus lors de ces confrontations.

Much of the research dealing with education and race has concentrated on the experiences of black males. Research now needs to address the issue of how schools affect the production of black femininities. The aim is to explore how both black males and females adapt to schooling, and school exclusion in particular. Previous theoretical models often situate black women within the stereotype of the ‘superwoman’ and negate the experiences of black females in families that are not female-headed. Previous research also suggests that much of the black male pupil response to schooling is based on the way in which teachers equate disaffection with black masculinity. The study draws on research in schools with pupils aged from 13 to 15 years when observed and interviewed. Many pupils responded to schooling in a way that cut across race and gender. Pupils often attempted to subvert the traditional relationship of teacher as powerful and pupil as powerless, reacting to this relationship through their own racial and g...

Introduction 1. Theorizing about Black Practical Consciousness in the United States and United Kingdom 2. Industrial Modernity, Du Boisian Double Consciousness Post-Industrialism, Postmodernity/Post-Structuralism and Intersectionality 3. Phenomenological Structuralism 4. A Phenomenological Structural Constitution of Modern Society: "The Protestant Ethic and the Spirit of Capitalism" 5. Subject Constitution Within the Protestant Ethic and the Spirit of Capitalism of Industrial and Postindustrial Capitalism 6. The Constitution of Black America Within the Protestant Ethic and the Spirit of Capitalism 7. The Constitution of Black British Life Within the Protestant Ethic and the Spirit of Capitalism 8. The African-Americanization of the Black Diaspora in Globalization or the Contemporary Capitalist World-System 9. Conclusions

Invasion of erythrocytes by P. falciparum merozoites is a complex multistep process involving a series of molecular recognition events between parasite ligands and their receptors on the erythrocyte surface. Although many potential P. falciparum invasion ligands are known, the erythrocyte receptors they interact with have been identified only for a handful of cases. Studying extracellular binding events between membrane-embedded proteins in vitro is challenging and beyond the reach of standard approaches such as co-immunoprecipitation and yeast two-hybrid screens. These interactions are generally of very low affinity and often require specific motifs generated via post-translational processing; furthermore, amphipathic membrane-spanning proteins are difficult to manipulate biochemically. The Duffy Antigen Receptor for Chemokines (DARC), a multi-pass G-protein coupled erythrocyte receptor is known to be important for invasion by P. vivax but no multi-pass receptor has been established to play a role in P. falciparum invasion. With the aim of identifying such a receptor, we have developed a flow cytometry based, high-throughput strategy that can detect transient, extracellular protein: protein interactions. We are in the process of screening the soluble, recombinant ectodomains of 39 P. falciparum merozoite surface proteins against an expression library of 45 erythrocyte multi-pass surface proteins. We will present our screening strategy and preliminary results.

by Jane Lane, London, National Children’s Bureau, 2008, 366 pp., £23.99 (paperback), ISBN 978‐1‐905‐81825‐9 A good childhood: Searching for values in a competitive age published on 5 February 2009 ...