Download Black Masculinities and Schooling: How Black Boys Survive by Tony Sewell PDF

By Tony Sewell

It is a ebook approximately intercourse and gender up to race and racism. That those techniques are interrelated within the event of African-Caribbean boys is established via this ethnographic examine of an internal urban boys' British "Comprehensive" institution. the writer finds the location of those scholars by way of their lecturers, friends and white scholars. the principles, values and instructor interactions on the university, besides the impression of the music/fashion tradition in the street, have led a few boys to reappropriate racist and sexist perceptions of black masculinity.The impression of those frequently conflicting pressures on a pattern staff of African-Caribbean boys is the focal point of this e-book. Tony Sewell makes use of this concentration to supply lecturers and researchers with beneficial new understandings of the complicated, contextual and transferring websites known as "school." He indicates a framework for extra refined notions of pluralism and for functional methods to constructing the college atmosphere to help studying.

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Extra resources for Black Masculinities and Schooling: How Black Boys Survive Modern Schooling

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In what ways did the ethos at Township confront the sub-culture of African-Caribbean boys? Mr Jones and Mr Arnold had a passionate desire for ‘formal structures’ in the face of what they saw as the collapse of ‘Black civil society’ – this is what determined a conservative school ethos. The problem was that they did not consider that the interpretation of such an ethos resulted in many African-Caribbean boys experiencing institutionalised racism, as well as the undermining of many positive aspects of their sub-culture.

It can be said that the organisational structure of John Caxton School rewards racelessness in students and thus reinforces the notion that it is a quality necessary for success in the larger society. As a result the students are also led to accept a view of racism and discrimination as the practices of individuals rather than part of the policy of institutionalised schooling. There is evidence that a degree of ‘racelessness’ is characteristic of students who succeed. However, given the fact that all the subjects of this study were unable to avoid the negative aspects of schooling, a new hypothesis should state that the more race-conscious a student is, the harder it will be for him to succeed in school.

This brief survey and analysis at John Caxton bears this out. Although the teachers at John Caxton School saw themselves as progressive, they did nothing to challenge a context in which AfricanCaribbean boys were subject to a disproportionate exclusion rate. These teachers were far from racist but they failed to see that by always defending the school (and blaming the home and sub-culture) they were actually part of the negative influence on these students. The second issue on teachers’ attitudes is that teachers react negatively to any display of African-Caribbean boys’ ethnicity.

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