Radical Methodologies for Correcting Educational Outcomes in Working Class African Adults
Solutions for ending intergenerational ‘Educational Poverty’, the precursor to lifelong economic oppression in all its forms
In 1971, Bernard Coard’s polemical exposé of the reasons behind disparities in the British Educational System shook the establishment. How the West Indian child is made educationally subnormal was meant to break old ground in order to build new. Instead, fast forward almost 50 years, and here were are, reading additions to his work like Dr Richard Majors scathing 2002 National Review (which declared the state of British Education for Black boys, a National Emergency) and reviewing statistics from Theresa May’s ‘Racial Quality Audit’, there is an echo of the same problem, and no solid reforms that remedy the situation.
Time and time again, we see scholarly research papers and reviews gathering dust in Whitehall whilst, the British Education System continues to implicitly restrain Black and Ethnic minorities to the bottom of its social hierarchy. This is despite the student participation from the Black populace increasing to 6.3% of the total participants in Further Education, a percentage that is higher than that of the entire proportion of Black residents in the UK (3.7%).
When the most recent audit was published, discourse on education was somewhat overshadowed by the abhorrent findings on criminal justice and health in the Lammy Review. As a result, the issue barely peaked through the curtains. However we failed to recognize the common root that underpins our social issues and as Bernard Coard once said, “When society fails one generation of children, it lays the foundations for similar or even worse failures in the generations to follow”.
That is why The Centre is inviting essay contributions that build on the scholarship of activists like Bernard Coard, Gus John, Dr Richard Majors and the like. Our aim is to explore radical methodologies in relation to ending “Educational Poverty”. We are calling on academics, scholars and practitioners of all focus areas connected to the Education System to share fresh policy ideas on educational justice. As well as those exploring reparative work or concepts that should be considered, as a Pan African/Black-British community response towards normalising educational attainment, for the purpose of improving the prospects of economic security. We are looking for papers to energise the conversation among practitioners, universities, policymakers, parents, cultural organisations and institutions. Papers that lead to powerful partnerships with cohorts already working toward systematic reform.
- Pedagogy of Race, Empire and National Identity
- Tools for eradicating casual racism in the curricula and teacher practices
- Ways of increasing Black governors & teacher representation in schools of majority Black populations
- Analysis of cognitive ability and intelligence studies between racial groups at Key Stage 1
- Extent to which managing the social and emotional well-being of students improves educational attainment
- Reforming an independent Black Parents Association
- Instituting Black Supplementary Schools
- Reflections on the Black Masculine Relationship with institutions of Higher Learning
- Accomplishments or failures of the TUC Charter for Racial Injustice in Education
- Questioning whether migration back stories create disparities between Black-African and Black-Caribbean Achievement
- Exploring alternative pathways to Black employment
- Prison Industrial Complex and the Politics of Miseducation
- Concepts for African-Centered Academies and Free Schools
- Case studies on China’s Hukou system
- The idea of education as a form of self-improvement verses mechanism for creating labour commodities for the market economy. Balancing state, societal, community and individual interests.
- The Role of Black Educational Psychologists in the Educational System
About the Journal
The Centre is a space for multidisciplinary intellectual study and exchange. The journal of Pan African Study (J.P.A.S) is an emerging voice of African scholarship out of Britain. We pride ourselves on publishing cutting edge research that advances civic and public debate on all contemporary and legacy issues that Africans in the diaspora face. Our writing attempts to translate with fresh, textured analysis the theoretical explorations of Pan African ideals into the contemporary. We are committed to collaborating with academics and scholars to advance the inquiry of Pan Africanism until it becomes a lived culture and mechanism by which Africans have liberation.
Who Should Submit
The Centre welcomes submissions from experienced academics, scholars and cultural practitioners. However, we are also geared toward providing a platform for young, fresh dynamic authors whose work is of critical and theoretical significance. We particularly welcome students that bring forth theoretically refreshing, conceptually innovative and critically challenging ideas. We seek analyses that interrogate essentialist ideologies rather than those that simply assume them. Our platform is typically a hot bed for emergent MA and PhD voices. We love providing an outlet for such talent to find their niche within the research and publishing community.
All submissions require an initial abstract, no longer than 750 words, with full manuscripts expected after editorial review. The work must be original and without consideration by another publisher. This initial reviewing process will take a maximum of 7 days from submission. If your work is already written, please ensure that your abstract accurately reflects the content of the manuscript. In addition, your full name, address and contact number must be included. Submission or further questions should be addressed to our editor Timeyin Oritsesan, firstname.lastname@example.org
If you are unsure of our writing guidelines please click here.
All full manuscript submissions due by 16th February 2018.
Issue is due to publish on Apr 2nd 2018.