DOCSLIB.ORG

Veronica Poku

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Veronica Poku An investigation into the experiences of African and African-Caribbean students whilst on teaching practice in South London primary schools. Veronica Poku University College London/Institute of Education Thesis Doctor in Education Submitted May 2017 Contents Abstract 5 Abbreviations 6 Declaration 7 Acknowledgements 8 Reflective Statement 9 Chapter 1 Introduction 14 Backdrop 14 Prologue: Institutional-Focussed Study 15 Contours of Racism 17 Impetus for the thesis 20 Chapter 2 Literature Review 24 Introduction 24 Black students and Teacher Education 25 Critical Race Theory (CRT) 28 Racism 31 Whiteness and White supremacy 32 White privilege 33 Microaggressions: Symptoms of Whiteness 34 Institutional racism 37 Institutional policies: Acts of ‘Interest Convergence’? 39 School Policies 40 Storytelling: Legacy of the griot(te) 45 A Black feminist perspective on Teacher Education 46 Conclusion 49 1 Chapter 3 Research Methods 50 Introduction 50 Research Questions 50 CRT and Narrative Inquiry: Storytelling and tackling the ‘master narrative’ with counter-narratives 51 Sun, Moon, Power and Whiteness 51 The setting and participants 56 Impact of Pilot study 59 Methods for data gathering 60 Focus group interviews 61 Individual interviews 63 Ethical considerations: ‘Positionality’, bias and Insider-Outsider 64 Data Analysis 68 Value of the study 69 Conclusion 70 Chapter 4 Findings and Analysis: Managing a Black identity in White spaces or Strategies for ‘becoming’ White 71 Introduction 71 Who am I? Where do I fit in? 72 Fitting in and ‘acting White’ 77 Fitting in and ‘acting White’: Cultural identity 81 Misrecognition and identity 83 Misrecognition and Microaggressions 85 Gravity of Whiteness and the markers of cultural identity 90 Survival strategies: Fictive kinship and Withstanding the gravity of Whiteness 93 2 Conclusion 100 Chapter 5 Discussion and Conclusion 102 Introduction 102 Epilogue: Sankofa 104 Why does ITE matter? 106 Re-encountering the Research Questions 109 Key Finding 1: Unconscious Bias and Emotional Work (RQs 1, 2 and 3) 111 Key Finding 2: Minstrelsy, wearing of masks and de-centering (RQs 1 and 3) 115 Key Finding 3: Places of sanctuary, safe spaces and coping strategies (RQ 4) 116 Chapter 6 Final Thoughts: More things change, more things stay the same 120 Contribution to professional practice and implications 121 Reflections and Adaptations 126 Quo Vadis? 127 Bibliography 128 Appendix 1 150 Interview consent form Appendix 2 151 Interview schedule Appendix 3 153 Table 1: Thesis participants Appendix 4 154 Table 2: Pilot study participants Table 3: IFS participants 3 Appendix 5 155 Focus group schedule Footnotes 156 4 Abstract This study investigates the experiences of racism of Black student teacher Post-graduates whilst on teaching placements as part fulfilment for their degree. Places on the Post-graduate Certificate in Education (PGCE) course are highly sought-after at this London University where the student body is predominantly White. The research highlights the fact that the PGCE course is predominantly female so a Black feminist discourse is used in tandem with Narrative Inquiry (NI) to bring their stories to the fore. Critical Race Theory (CRT) is used as a framework to provide the tools and aid in the articulation and translation of the students’ testimonies. CRT moves to identify how Whiteness is embedded in schools, which are identified as microcosms of society, and helps to throw light on the more covert and subtle manifestations of racism evinced in the students’ narratives. The study explores the psychological and emotional burden the students are subjected to due to an unspoken external pressure to ‘fit in’. The notions of ‘microaggressions’ and ‘double consciousness’ are explored in terms of how the students experience being surveilled but also engaging in self-surveillance so as not to be seen as disrupting too much the status quo of the White somatic norm encountered in schools. It highlights the level of resilience the students have in managing to complete their school placements, a compulsory component for successful completion of the course as well as the safe spaces they have to resort to. In terms of professional practice, the study concludes that the need to continually educate teacher trainees about the discourse of Whiteness and racism is an on-going Sisyphean task. 5 Abbreviations BME Black Minority Ethnic CRT Critical Race Theory CBT College-based tutor CPD Continuing Professional Development IFS Institutional-focussed study ITE Initial Teacher Education NI Narrative Inquiry PGCE Post-graduate Certificate of Education RQs Research Questions SoE School of Education TDA Training and Development Agency HEI Higher Education Institution TA Teaching Assistant 6 Declaration I confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Word count: 45, 658 words (exclusive of abstract, acknowledgements, reflective statement, appendices and bibliography). Signature: Name: Date: 7 Acknowledgements I am very glad to have arrived at the stage where I can finally hand in my thesis. It has been a long and winding road and I am very grateful for the people who have kept me company along the way. Thank you very much to the students who willingly gave up their time, wanted their stories to be heard and trusted me to make that happen. I am very grateful for the support I have had from colleagues and my grateful thanks go to my institution which financed a significant portion of my EdD. I have had a number of tutors over the years and have learnt something different from each of them; all of which has stood me in good stead. I am, however, eternally grateful to Professor Heidi Mirza and Dr. Denise Hawkes. Without their patience, input, belief, cajoling and laser-eyed critique, this thesis would not have happened. My final thanks go to my partner, Stuart, who has supported me unstintingly, acting as a very responsive sounding-board along the way and my son Merlin who has shown a great deal of patience when waiting for access to my laptop. 8 Reflective statement The following statement is an outline of my progression on the EdD (Home) programme. It has been a long and, at times, arduous journey to get to this point, having first registered for the EdD in 2006. This statement will reflect on the modules I participated in as well as an evaluation as to how they have acted as stepping-stones along the path to my thesis. There were times when it was not always clear how what I was reading or learning could further my desire to complete my EdD. However, in retrospect, I recognise that the process was wholly transformative in the way I now view the world, my role as an educator and my position in both. ‘Foundations of Professionalism (FOP)’ was the first module on the EdD course and was an engaging and involving immersion into the programme. The essay linked to this module considered ‘To what extent has the increased profile of teaching assistants, since 2003, impacted on the professional status of primary school teachers in the U.K?’ The tutors encouraged the creation of a discursive space where I enjoyed the opportunity to reflect on a topic that I rarely had the opportunity to discuss in my daily lecturing role. Having worked as classroom teacher with teaching assistants (TAs), of varying levels of capability and of involvement, for 10 years before becoming a lecturer, I considered it timely to be undertaking a course that questioned the notion of whether teaching was actually a profession or a semi-profession. The assignment looked at the policy proposals that were to be implemented to increase the level of Higher Level Teaching Assistants (HLTAs). I concluded that such a move could have a potentially divisive effect amongst the TAs with their former colleagues, whilst at the same time causing friction with classroom teachers. The premise being that the introductions of HLTAs was a way to de-professionalise teachers by stealth with their qualifying standards being almost identical to those of qualified teachers. As enjoyable as engaging with the relevant discourse and literature surrounding this topic was, an area of development noted in my feedback was a further need to acquire fluency and utility with the requisite academic language when writing at this level. 9 The second module that followed was Methods of Enquiry 1 (MoE1). The title of the proposed study was ‘What are the perceptions of African and African-Caribbean Parents’ involvement in their children’s education?’ Reflecting on the title now and the research questions (RQs) that aimed to quantify/qualify using a mixed methodology, the level and perception of involvement of African and African-Caribbean parents, I can see that I was very new in my understanding of how to compose RQs and the implications that might be inherent in the title/questions. These implications could involve wrongly signposting my epistemology as well as the discourse I might engage in whilst writing the assignment. There was also the initial idea that this work would form the basis of Methods of Enquiry 2 (MoE2). In the initial stages of this assignment, there were ethical issues that came to the fore which provoked awkward questions and drew attention to my own naïvety when considering topics for research as well as how the RQs might best be formulated. The issues of race, bias and the assumptions that can be made from a point of subjectivity were new insights for me as was underlined through discussions with my tutor. Overall, I found this module challenging for a number of reasons. Primarily, I found little evident connection between the assignment / module and Foundations of Professionalism. I tried to find a connection in order to make sense of what we were being asked to do on the module as the content and skills I was having to acquire, had no relation to what I had previously experienced whilst doing my Masters, FOP or my current professional practice.
Load more

Recommended publications
  • Decolonising Knowledge
    DECOLONISING KNOWLEDGE Expand the Black Experience in Britain’s heritage “Drawing on his personal web site Chronicleworld.org and digital and print collection, the author challenges the nation’s information guardians to “detoxify” their knowledge portals” Thomas L Blair Commentaries on the Chronicleworld.org Users value the Thomas L Blair digital collection for its support of “below the radar” unreported communities. Here is what they have to say: Social scientists and researchers at professional associations, such as SOSIG and the UK Intute Science, Engineering and Technology, applaud the Chronicleworld.org web site’s “essays, articles and information about the black urban experience that invite interaction”. Black History Month archived Bernie Grant, Militant Parliamentarian (1944-2000) from the Chronicleworld.org Online journalists at the New York Times on the Web nominate THE CHRONICLE: www.chronicleworld.org as “A biting, well-written zine about black life in Britain” and a useful reference in the Arts, Music and Popular Culture, Technology and Knowledge Networks. Enquirers to UK Directory at ukdirectory.co.uk value the Chronicleworld.org under the headings Race Relations Organisations promoting racial equality, anti- racism and multiculturalism. Library”Govt & Society”Policies & Issues”Race Relations The 100 Great Black Britons www.100greatblackbritons.com cites “Chronicle World - Changing Black Britain as a major resource Magazine addressing the concerns of Black Britons includes a newsgroup and articles on topical events as well as careers, business and the arts. www.chronicleworld.org” Editors at the British TV Channel 4 - Black and Asian History Map call the www.chronicleworld.org “a comprehensive site full of information on the black British presence plus news, current affairs and a rich archive of material”.
    [Show full text]
  • Provisional Report African Union-Caribbean Diaspora Conference, the Brit Oval, London 23-25 April 2007
    PROVISIONAL REPORT AFRICAN UNION-CARIBBEAN DIASPORA CONFERENCE, THE BRIT OVAL, LONDON 23-25 APRIL 2007 Annex A: Conference Programme: Annex B: Opening Address of Minister Nkosazana Dlamini- Zuma, Minister of Foreign Affairs for the Republic of South Africa Annex C: Opening Address of Minister Anthony Hylton, Minister of Foreign Affairs of Jamaica. 1. Introduction: On the 23-25 of April 2007 a landmark African-Caribbean conference was held at the Brit Oval in London. (Annex A). The conference was held over two days and included key note addresses from the South African Foreign Minister Dr Nkosazana- Dlamini- Zuma MP (Annex B) and the Jamaican Foreign Minister Mr Anthony Hylton MP (Annex C). Further speakers included academic personalities from the two regions and some based in the UK. Delegates included representatives from the Diaspora groupings for African/Caribbean Groups in the UK and Europe and representatives of academic institutions from leading centres of African/Caribbean Studies in the United Kingdom and experts on Africa and the Caribbean Diaspora in general. 2. Background: On the 17th of March 2005 the South African Minister of Foreign Affairs, Dr Nkosazana Dlamini-Zuma, briefed a South Africa-Africa Union- Caribbean Diaspora Conference in Kingston, Jamaica. At the Conference she stressed the commonalities between Africa and the Caribbean based on the fact that “we have come together to affirm our identity as one people, because of our common origins. With Africa not only as our place of common origins, but also widely regarded as the Cradle of Humankind, today we can all say with conviction that African blood flows through our veins.” That Conference in Jamaica was part of the continuous dialogue that is an imperative between the two regions, and should extend to the rest of the African Diaspora and as part of the broader South-South dialogue.
    [Show full text]
  • University of Warwick Institutional Repository
    University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/36101 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. PARENTAL PARTICIPATION IN PRIMARY EDUCATION. Carol. Vincent. A thesis submitted for the degree of Doctor of Philosophy. Centre for Research in Ethnic Relations University of Warwick. April 1993. -1 Table of Contents Acknowledgements List of abbreviations Summary CHAPTER ONE Parents, Power and Participation: Some Themes 1 The nature of the state education system 2 Power and participation 5 Theorising 'the community' 13 Social democratic ideals: community education 17 Conclusion 23 CHAPTER TWO The Role of 'The Parent' in State Education ' 27 Social democracy and the state education system 27 The rise of the New Right 34 The New Right's education project - the parent as consumer 37 Conclusion 44 CHAPTER THREE Parent Participation in Primary Education: The Present Day 48 Problematizing home-school relationships 48 Parental roles 55 - The supporter-learner model 55 - Parents as consumers: The Parents' Charter 63 - Independent parents 65 - Parents as participants 66 Conclusion 68 CHAPTER FOUR Researching Home-School Relations 71 Case study research - a brief discussion 71 The design of
    [Show full text]
  • Black Mixed-Race Male Experiences of the UK Secondary School Curriculum
    The University of Manchester Research Black mixed-race male experiences of the UK secondary school curriculum DOI: 10.7709/jnegroeducation.86.4.0449 Document Version Accepted author manuscript Link to publication record in Manchester Research Explorer Citation for published version (APA): Joseph-Salisbury, R. (2017). Black mixed-race male experiences of the UK secondary school curriculum. Journal of Negro Education. https://doi.org/10.7709/jnegroeducation.86.4.0449 Published in: Journal of Negro Education Citing this paper Please note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscript or Proof version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version. General rights Copyright and moral rights for the publications made accessible in the Research Explorer are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Takedown policy If you believe that this document breaches copyright please refer to the University of Manchester’s Takedown Procedures [http://man.ac.uk/04Y6Bo] or contact [email protected] providing relevant details, so we can investigate your claim. Download date:29. Sep. 2021 1 Black Mixed-race Male Experiences of the UK Secondary School Curriculum Remi Joseph-Salisbury Leeds Beckett University Drawing on findings from 20 semi-structured interviews carried out in 2013, this article seeks to contribute to the limited body of literature exploring the schooling experiences of the mixed-race population in the United Kingdom.
    [Show full text]
  • The Street Weapons Commission Report
    The Street Weapons Commission Report Weapons Commission The Street The Street Weapons Commission Report The impact of knife and gun crime on independent research. They visited The Street Weapons Commission victims, families and whole communities projects which are trying to help our was chaired by Cherie Booth QC, and is devastating. Following a series of most vulnerable young people. its members were Liam Black, social fatal stabbings and shootings in major entrepreneur and former Director of cities across the UK in early 2008 The Street Weapons Commission the Fifteen Foundation, Lord Geoffrey Channel 4 established the Street report is the culmination of their Dear, a distinguished former Chief Weapons Commission – with the investigation. It represents a call to Constable, Professor Gus John, a task of finding out the truth about gun action for our government, our police fellow of the Institute of Education, The Street and knife violence on our streets. forces, local councils, our schools and Mark Johnson, an ex-offender who hospitals and our communities. The is now a special adviser to both the The Commission visited five cities, ages of both victims and perpetrators National Probation Service and the which suffer from some of the worst of weaponised street violence are Prince’s Trust, Ian Levy, founder of Weapons levels of gun and knife attacks: Liverpool, getting younger and the number of The Robert Levy Foundation which London, Birmingham, Glasgow and children and young people carrying was set up following the fatal Manchester. They heard evidence knives is increasing. If this problem stabbing of his son, Fay Selvan, Commission from the local people most affected, is not tackled head on – now – then Chief Executive of The Big Life Group police officers, politicians, local the implications are serious for our and Howard Williamson who is authorities, community groups and future individual safety, community Professor of European Youth Policy campaigners.
    [Show full text]
  • Decolonising the University
    Decolonising the University Decolonising the University Edited by Gurminder K. Bhambra, Dalia Gebrial and Kerem Nişancıoğlu First published 2018 by Pluto Press 345 Archway Road, London N6 5AA www.plutobooks.com Copyright © Gurminder K. Bhambra, Dalia Gebrial and Kerem Nişancıoğlu 2018 The right of the individual contributors to be identified as the author of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 978 0 7453 3821 7 Hardback ISBN 978 0 7453 3820 0 Paperback ISBN 978 1 7868 0315 3 PDF eBook ISBN 978 1 7868 0317 7 Kindle eBook ISBN 978 1 7868 0316 0 EPUB eBook This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental standards of the country of origin. Typeset by Stanford DTP Services, Northampton, England Simultaneously printed in the United Kingdom and United States of America Bhambra.indd 4 29/08/2018 17:13 Contents 1 Introduction: Decolonising the University? 1 Gurminder K. Bhambra, Dalia Gebrial and Kerem Nişancıoğlu PART I CONTEXTS: HISTORICAL AND DISCPLINARY 2 Rhodes Must Fall: Oxford and Movements for Change 19 Dalia Gebrial 3 Race and the Neoliberal University: Lessons from the Public University 37 John Holmwood 4 Black/Academia 53 Robbie Shilliam 5 Decolonising Philosophy 64 Nelson Maldonado-Torres, Rafael Vizcaíno, Jasmine Wallace and Jeong Eun Annabel We PART II INSTITUTIONAL INITIATIVES 6 Asylum University: Re-situating Knowledge-exchange along Cross-border Positionalities 93 Kolar Aparna and Olivier Kramsch 7 Diversity or Decolonisation? Researching Diversity at the University of Amsterdam 108 Rosalba Icaza and Rolando Vázquez 8 The Challenge for Black Studies in the Neoliberal University 129 Kehinde Andrews 9 Open Initiatives for Decolonising the Curriculum 145 Pat Lockley vi .
    [Show full text]
  • This Copy of the Thesis Has Been Supplied on Condition That Anyone Who Consults It Is Understood to Recognise That Its Copyright
    BLACKAMOORES: AFRICANS IN TUDOR ENGLAND, THEIR PRESENCE, STATUS AND ORIGINS Onyeka Nubia Submitted in partial fulfilment of the requirements for the degree of PhD by Publication School of History University of East Anglia April 2016 This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that use of any information derived there from must be in accordance with current UK Copyright Law. In addition, any quotation or extract must include full attribution. 1 ABSTRACT Blackamoores: Africans in Tudor England, Their Presence, Status and Origins (Blackamoores) is a book written by Onyeka and published in 2013. It contains original research conducted by Onyeka over twenty-three years in England, Scotland, Wales, Spain and the United States of America. During that time Onyeka met with considerable obstacles. He received threats from organisations such as the White Wolves and Combat 18, the purpose of which was to prevent him from continuing his research. The police and other agencies also warned him of further conspiracies that involved violence and intimidation.1 For many years Onyeka travelled to and from rural research centres to gather evidence for Blackamoores, he witnessed verbal and physical attacks of a racial kind directed against people of African and Asian descent and those of Traveller origin. He was also subject to abuse himself. From 2003-2009 Onyeka had supervision from staff in the History Department at Middlesex University, but eventually this department was dismantled. This was particularly significant as the academics within that department specialised in ‘Black Studies.’2 Onyeka was left as the last history student at the University.3 Onyeka eventually wrote an essay on the African presence in Tudor England.
    [Show full text]
  • Professor Gus John
    IN SEARCH OF ‘GOOD FAITH’ REPORT OF A REVIEW OF LEICESTER CITY COUNCIL’S RELATIONSHIP WITH THE HIGHFIELDS COMMUNITY ASSOCIATION PROFESSOR GUS JOHN © 2016 HCA 1 Contents Section Contents Page 1 The Review and its remit 3 2 Method 3 3 Background 13 3.12 HCA, Race, Ethnicity and Community Engagement 15 4 Community Governance 16 5 LCC & HCA after Community Governance 18 5.6 How did it come to this? 20 5.9 The attitude the City Mayor adopted to the HCA’s community 21 governance status once he was elected 5.10 Sir Peter Soulsby’s attitude and conduct towards the 22 management of the Highfields Centre 5.76 Car Park 41 6 Local Councillors, HCA and the City Council 43 7 Jon Ashworth MP, HCA and the City Council 56 8 The City Mayor and Democratic Accountability 57 9 Raising the Profile of Leicester City 66 10 Elected Mayors and Accountability in the Public Sphere 68 11 Findings and Conclusions 70 12 Recommendations 74 2 1.0 The Review and its remit 1.1 The review was commissioned by Highfields Community Association, the governing body of Highfields Centre, in August 2016, with the following remit: Review Leicester City Council’s relationship with Highfields Centre in the last 20 years, with a particular focus on the period since achieving community governance status in 2010. This review is being commissioned by Highfields Centre against the background of its relationship with Leicester City Council before and especially since 2010 and the Centre’s political and managerial independence from the City Council.
    [Show full text]
  • Intercultural Dialogue and Mutual Respect Between Europe and Islam the Challenge for Education by Gus John
    Intercultural Dialogue and Mutual Respect between Europe and Islam The challenge for Education By Gus John Let me thank my friend and comrade Dave Gillborn for nominating me to deliver this lecture and thank the School for the invitation to do so. Professor David Gillborn is one of the few academics in this country who has courageously and consistently engaged education practitioners, policymakers and fellow academics on the issue of race, ethnicity and education in the last period, especially in this era of neo-liberalism and the marketization of schooling and education. We owe a lot to him for his clarity of vision, the incisiveness of his analysis, the relevance of his research and his perseverance in encouraging teachers, students and voluntary education projects to be bold, to think outside the box and to challenge establishment ‘wisdom’. Activists for children’s education rights, like myself, in communities across the country, continue to look to him for academic research evidence and policy analysis to support our perennial struggles. For me, and I dare to say it in this forum, that is an even more critical endorsement for any academic than the validation of one’s peers. It therefore gives me great pleasure to be able to share some thoughts with you today to mark the start of Prof Gillborn’s professorship at this university. Let me begin with a quotation with which you are no doubt familiar: Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.
    [Show full text]
  • The Riot Roundtables Race and the Riots of August 2011
    Runnymede Report The Riot Roundtables Race and the riots of August 2011 Ojeaku Nwabuzo Acknowledgements Runnymede: This research was made possible with the generous Intelligence for a Multi- support of the Barrow Cadbury Trust. The Runnymede Trust would like to thank all of the individuals, organisations ethnic Britain and schools that were involved in the Riot Roundtables project. We particularly wish to thank Femi Adekunle and Johnathan Tetsill for their contributions and support Runnymede is the UK’s leading throughout the project. We would also like to thank Mahlon Evans-Sinclair, Jason McInnis, Sharon McLoughlin and independent thinktank on race Una Sookun for their support with the young researchers. equality and race relations. Through high-quality research and ISBN: 978-1-906732-86-8 (online) thought leadership, we: Published by Runnymede in March 2012, this document is © Runnymede 2012. Some rights reserved. • Identify barriers to race equality and good race relations; Open access. Some rights reserved. • Provide evidence to support The Runnymede Trust wants to encourage the circulation of its work as widely as possible while retaining the action for social change; copyright. The Trust has an open access policy which • Influence policy at all enables anyone to access its content online without charge. Anyone can download, save, perform or distribute levels. this work in any format, including translation, without written permission. This is subject to the terms of the Creative Commons Licence Deed: Attribution-Non- Commercial-No Derivative Works 2.0 UK: England & Wales. Its main conditions are: • You are free to copy, distribute, display and perform the work; • You must give the original author credit; • You may not use this work for commercial purposes; • You may not alter, transform, or build upon this work.
    [Show full text]
  • Black History Matters
    BLACK HISTORY MATTERS Volume 1 MADE IN MANCHESTER BLACK CONTENTS HISTORY MATTERS MADE IN MANCHESTER 6 LEN JOHNSON 10 ADERONKE APATA As home of the industrial revolution, Manchester and the whole north-west of England have played a part in shaping 12 MANJEET KAUR events on the world stage. This book is dedicated to shining a light on some of 14 the people who have done extraordinary LEMN SISSAY things, and shaped events, both in the north-west and further afield, those who 17 OLIVE MORRIS have helped to build communities, or understanding, or ideas that have 20 impacted the lives of ordinary people. CHRIS OFILI ‘Made in Manchester’ takes a brief look at the lives and contributions of just 23 GUS JOHN some of the notable Black people who have come from Manchester or made n Published by: 26 the north-west their home, MANCHESTER STAND UP TO RACISM RAMILA PATEL remembering that these are just a October 2020 n Cover concept and illustration: 30 handful from amongst the multitude of Ruby Sherwood-Martin DR ERINMA BELL Black folks that have helped to build the n Design and production: region over the years. Andy Smith & Denise Bell 32 The book is dedicated to the memory n Printed by: Rapspiderweb, Oldham ANWAR DITTA of Olaudah Equiano, who is known as n Thanks to Raf Mulla and Mark Krantz for the ‘Father of Black Literature’ in the UK, help with the editing of this book 34 n CLR JAMES and who inspired so many that followed Manchester mural of George Floyd by Akse him in the centuries afterwards.
    [Show full text]
  • Tribute to Winstonbest Bajan
    Prof. Gus John » A tribute to Athelston Winston Best Page 1 of 5 Home Gus John Services Gus talks Books Gus in the Media Blog Contacts A tribute to Athelston Winston Best March 29, 2014 in Blog , Highlights by Gus John It is impossible to speak or write about the British schooling system and its engagement with the post-war Black presence these last 50 years without calling the name, Winston Best, over and over again. Without doubt, Winston Find me here: stands in the vanguard of the black working class movement in education and schooling as both an educator and an activist. Search: Search Blogroll 100 Black Men of London Africa UK Black History Month Carolyn Cooper's blog Centre for Social Justice Communities Empowerment Network Dr Adegbola Ojo Dr William 'Lez' Henry Federation of Reggae Music George Padmore Institute Global Diaspora Summit Institute of Race Relations Athelston Winston Best. Photo courtesy of the Best family. Islam Channel Winston ( pictured right ) was born on 15 August 1930 in Sugar Hill, St Joseph, Barbados, the first of six children of Luther and LeftCentral Lillian Best. Luther was a road builder and Lillian a market trader. Winston was big brother to Eulene, Gloria, Moriah, Lloyd and Owen. Gloria in Canada, Moriah in Brooklyn, Owen in Atlanta, Lloyd in Barbados and Eulene in Ipswich, East Anglia. Winston Legal Education and and later Lloyd came to England, Lloyd returning to Barbados after almost 40 years. Training Review Legal education and Winston attended Southborough Boys School, Clifton Hill, St Thomas. At that time, only primary schooling was free.
    [Show full text]