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In postindustrial economies such as the United States and Great Britain, the black/white achievement gap is perpetuated by an emphasis on language and language skills, with which black American and black British-Caribbean youths often struggle. This work analyzes the nature of educational pedagogy in the contemporary capitalist world-system under American hegemony. Mocombe and Tomlin interpret the role of education as an institutional or ideological apparatus for capitalist domination, and examine the sociolinguistic means or pedagogies by which global and local social actors are educated within the capitalist world-system to serve the needs of capital; i.e., capital accumulation. Two specific case studies, one in the United States and one in the United Kingdom, are utilized to demonstrate how contemporary educational emphasis on language and literacy parallels the organization of work and contributes to the debate on academic underachievement of black students vis-a-vis their white and Asian counterparts.

This book examines the extent to which British-born Black African youth have access to opportunities and support during their pre-school, primary school and secondary school years. Through the voice of British-born Black African youth, this book explores why and how some racial-ethnic and linguistic minority students fail academically while students from other linguistic minorities excel despite coming from similar socio-economic backgrounds. Drawing on interpretive-qualitative research analysis, the author demonstrates the racial dimension of social capital in education that challenges the traditional social capital theory, which recodes structural notions of racial inequality as primarily cultural, social, and human capital processes and interactions. In contrast to the focus on achievement gaps, the concept of opportunity gaps shows how and why language policies have shaped the educational experiences and outcomes of linguistic minority students. This book will be of interest to policy makers, practitioners and scholars of Multicultural Education, Black and African Diaspora Studies and Educational Sociology.

In these two gripping documentaries, Academy Award winner Steve McQueen collaborates with some of the UK's most exciting factual filmmakers. Black Power is a searing account of how members of the British Black Power movement challenged racism in the 1960s. And Subnormal reveals how black children in the 1960s and '70s were routinely sent to schools for the educationally subnormal, and how parents, activists and teachers came together to fight this injustice. Powerful and timely, these three stories chart seismic events that helped shape modern society.

This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one-third of the size of the social class gap. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Further controls for parental and student attitudes, expectations and behaviours indicated minority ethnic groups were on average more advantaged on these measures than White British students, but this was not reflected proportionately in their levels of attainment. Black Caribbean students were distinctive as the only group making less progress than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British—Black Caribbean gap are considered.

Against John Ogbu's oppositional culture theory and Claude Steele's disidentification hypothesis, Jesus and the Streets offers a more appropriate structural Marxian hermeneutical framework for contextualizing, conceptualizing, and evaluating the locus of causality for the black male/female intra-racial gender academic achievement gap in the United States of America and the United Kingdom. Positing that in general the origins of the black/white academic achievement gap in both countries is grounded in what Paul C. Mocombe refers to as a \"mismatch of linguistic structure and social class function.\" Within this structural Marxist theoretical framework the intra-racial gender academic achievement gap between black boys and girls, the authors argue, is a result of the social class functions associated with industries (mode of production) and ideological apparatuses, i.e., prisons, the urban street life, athletics and entertainment, where the majority of urban black males in the US and UK achieve their status, social mobility, and economic gain, and the black church/education where black females in both countries are overwhelmingly more likely to achieve their status, social mobility, and drive for economic gain via education and professionalization.

'Language, Literacy, and Learning in Primary Schools' is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

Black Radicalism believes in the centrality of racism to Western imperialism and a Diasporic commitment to the liberation of Africa; existing in distinction to Black Nationalism, Marxism and Critical Race Theory. A Black radical critique of schooling is presented and the mischaracterizations of Black Radicalism as segregationist and separatist are examined. Black independent education is a necessary feature of Black Radicalism and the Black supplementary schools movement in Britain exists as a potential space where such an education can be developed.

From 1997 the New Labour government was eager to affirm a commitment to social justice and racial equality, and initially there were moves to address some long-standing educational grievances. But a continuation of Conservative market policies of choice and diversity in schooling and a targeting of 'failing' schools exacerbated school segregation and racial inequalities. Policies intended to improve the achievement of minority groups have had some success, but the higher achievements of Indian and Chinese groups have led to facile comparisons which further pathologise young people of African-Caribbean and Pakistani origin. Failure to develop a curriculum for a multiethnic society has contributed to an increase in xenophobia and racism, and there were no educational policies to deal with increased hostility towards young Muslims. Home Office policies targeting refugees and asylum seekers have encouraged racial hostility towards their children despite amended race relations legislation. (DIPF/Orig.).

This article focuses on the returns to human capital of migrants and minorities in the UK. The question of whether skills and qualifications are properly utilized is very pertinent given the global competition for skilled migrants and the aim of European and British markets to attract such workers. Using data from Understanding Society (2009 to 2017) we find that there is a clear evidence of ethnic hierarchies with black Caribbean and black African minorities generally most disadvantaged, while other white UK-born have the best outcomes compared to the white British. Western migrants generally do very well, but new EU migrants have high levels of employment, and low returns to their qualifications and relatively high levels of over-qualification. Foreign qualifications are generally discounted, and more so for migrants with less certain legal status or low language skills. Public sector employment plays an important role and is associated with the higher economic placement of migrants and minorities in the UK. There are some worrying trends however. Highly skilled migrants, particularly black migrants as well as those from Eastern Europe, come in with high qualifications, but their jobs do not match their skill levels.

Ideas of 'nursing' and 'nurses' carry a powerful social charge. The image of the nurse continues to be a symbol of caring and of duty at the same time as it projects a view of femininity, 'stereotypical' in its gender relations.How has this image come to be constructed?An empirical investigation of representations of nursing practices in Britain focusing on publicity and promotional materials and their relationship to popular fictional narratives reveals a strong correlation between what are usually described as discrete forms of signification. Recruitment images, provide an important source of information and inspiration for those considering nurse training. Julia Hallam, draws from a wide range of sources including biographies, marketing and recruitment literature, popular fiction and film to explore this question. In doing so she makes an original contribution to the debates surrounding gender and occupational identity.The book will provide a valuable resource for undergraduate and postgraduate students on courses such as the social history of nursing, the understanding of health and illness, women's studies, gender studies and sociology courses.