Suchergebnisse

1. Introduction -- 2. The myth of underachievement -- 3. Do schools make a difference? -- 4. Life in the classroom -- 5. Entering the world of work -- 6. Strategic careers -- 7. Redefining black womanhood -- 8. Family matters -- 9. Conclusion : understanding inequality.

Reflects on the difficulty of theorizing the paradox of inclusive acts undertaken by excluded groups, drawing on the example of black women's covert educational urgency in the UK. A variety of studies have shown that black women buy into the British educational system by staying longer in school, opting for acessible careers, & thus entering the British mainstream through the backdoor. The intensity of this process is likened to a transformative social movement that works to effect change not through direct political campaigns, but through subversive acts that employ the system's values against it. Thus, in this instance, playing the rules of the system is itself a radical political strategy & an act that works toward social transformation. To those critics who have argued that this movement is merely a conservative act, it is argued that just because black women participate in the system does not mean they accept its dominant discourse. Rather, black women can work for change in the system precisely by challenging oppressive discourses in a language that the dominant culture will recognize. 28 References. D. Ryfe

Black supplementary schools, as organic grassroots organisations, are not simply a response to mainstream educational exclusion and poor provision, as they are so often described. They are far more radical and subversive than their quiet conformist exterior, indicating the presence of a covert social movement for educational change. In our small-scale, exploratory study of four black supplementary schools, we attempt to uncover their subjugated knowledges and hidden histories in order to illustrate the ways in which they generate Mueller's `oppositional meanings'. The narratives of the black women educators consistently decentre assumptions of mainstream schooling, as well as providing evidence of thriving black communities, social capital and complex, contradictory pedagogies within which childcentredness remains an important component. Supplementary schools provide a context in which whiteness is displaced as central and blackness is seen as normative. We conclude by arguing that, through their strategies of reworking notions of both community and blackness, their creation of new `types' of professional intellectuals and their commitment to social transformation, black supplementary schools represent the genesis of a new gendered social movement.