A question of ‘style’: Black teachers and pupils in multi‐ethnic schools¹

1. In the UK the term Black is used to describe people whose origins are found in Africa, the Caribbean and Asia. Its use is also widespread amongst these communities. The present discussion, however, restricts its observations to people of African Caribbean heritage. The author acknowledges that ‘Black’ may not be readily accepted by African heritage societies in other parts of the diaspora.

Abstract

The recent discussion surrounding Black children's classroom experiences increasingly points to the fact that, unlike their White peers, Black children experience a disproportionate amount of negative interaction in the day‐to‐day affairs of classroom life. This paper will discuss new areas of investigation for the causes of underachievement in Black children, drawing on pertinent work in the USA, recent British research and a small number of personal accounts by black teachers. It concludes by highlighting the role of Black educators in multiethnic schools and points to their dual position in relation to the Black community and the educational establishment.

Notes

1. In the UK the term Black is used to describe people whose origins are found in Africa, the Caribbean and Asia. Its use is also widespread amongst these communities. The present discussion, however, restricts its observations to people of African Caribbean heritage. The author acknowledges that ‘Black’ may not be readily accepted by African heritage societies in other parts of the diaspora.

2. Christine Callender was born in the UK of Barbadian heritage. She has previously taught in the secondary and tertiary sector. She is currently the holder of an Economic and Social Research Council (ESRC) postgraduate studentship undertaking research towards a PhD on Black teaching styles at the University of Reading.