1. 'Diversity, partnership, success - supplementary schools and stakeholders working together' New perspectives on black pupil achievement and the impact of supplementary education: A British African-Caribbean Perspective Dr Gloria Gordon Centre for British African-Caribbean Studies (www.cbacs.org) www.cbacs.org London South Bank University

2. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Gloria Gordon MBA, PhD British African-Caribbean (achieved identity vs foreclosed ‘black’ identity) British African-Caribbean (achieved identity vs foreclosed ‘black’ identity) Senior Lecturer and Research Fellow, Organisational analyst/individual and organisational transformation Senior Lecturer and Research Fellow, Organisational analyst/individual and organisational transformation 2002 National Teaching Fellow – excellence in teaching and learning/life-time award 2002 National Teaching Fellow – excellence in teaching and learning/life-time award Founder of Centre for British African-Caribbean Studies, LSBU Founder of Centre for British African-Caribbean Studies, LSBU Author of “Towards Bicultural Competence: Beyond Black and White”, Trentham Books, 2007 Author of “Towards Bicultural Competence: Beyond Black and White”, Trentham Books, 2007

3. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Session brief what are the current challenges faced by black children and young people what are the current challenges faced by black children and young people how are black boys faring in comparison to black girls, and why? how are black boys faring in comparison to black girls, and why? role of supplementary schools in raising aspirations and achievement of black pupils role of supplementary schools in raising aspirations and achievement of black pupils

4. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Black Afro-Caribbean Afro-Caribbean African-Caribbean African-Caribbean Black British Black British Black Black Black culture; black churches, black music, etc Black culture; black churches, black music, etc

5. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Current challenges faced by black children/young people Working with the outcomes of 500 years of unconscious assimilation into black British culture Working with the outcomes of 500 years of unconscious assimilation into black British culture British culture racialises through its two primary sub-cultures: black and white British culture racialises through its two primary sub-cultures: black and white Research needed on how black and white children are differentially socialised within British culture into ‘black’ and ‘white’ cultures Research needed on how black and white children are differentially socialised within British culture into ‘black’ and ‘white’ cultures

6. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Black Socialisation vs Bicultural Socialisation Black children (DoEAs) socialised into black culture ‘… an externally imposed cultural disorder which has taken on a life of its own’ (McWhorter, 2001); Thermston & Thermston (2003) ‘dysfunctional cultural inheritance’ Black children (DoEAs) socialised into black culture ‘… an externally imposed cultural disorder which has taken on a life of its own’ (McWhorter, 2001); Thermston & Thermston (2003) ‘dysfunctional cultural inheritance’ Ethnic minorities engage in bicultural socialisation into a culture of origin (i.e. Indian culture) and a culture of residence (British culture) Ethnic minorities engage in bicultural socialisation into a culture of origin (i.e. Indian culture) and a culture of residence (British culture)

7. 'Diversity, partnership, success - supplementary schools and stakeholders working together' How diversity is currently managed in Britain Whites Blacks Indians Pakistanis Chinese Africans

8. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Supplementary Schools: “Cultural Boundary Workers” Mediate human costs of unconscious assimilation into a culture of residence for DoEAs Mediate human costs of unconscious assimilation into a culture of residence for DoEAs Teaching as ‘… the elemental bond that exists between the elder of the tribe and their young …’ (Palmer, 1997) Teaching as ‘… the elemental bond that exists between the elder of the tribe and their young …’ (Palmer, 1997) Schooling as the ‘… conversation between generations’ Schooling as the ‘… conversation between generations’ Supplementing vital cultural resources lost to black children but critical to human growth and development Supplementing vital cultural resources lost to black children but critical to human growth and development

9. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Supplementary Schools Ethnicises instead of Racialising Emotional and psychological resilience Emotional and psychological resilience Self-regulatory behaviours Self-regulatory behaviours Facilitates life transitions (Erikson, 1950) Facilitates life transitions (Erikson, 1950) Ethnic identity development as a life task: identity, belonging, self-esteem, values and norms, purpose and meaning Ethnic identity development as a life task: identity, belonging, self-esteem, values and norms, purpose and meaning Status based on ‘social quality’ (Phillips & Berman, 2003) of ethnic group Status based on ‘social quality’ (Phillips & Berman, 2003) of ethnic group

10. 'Diversity, partnership, success - supplementary schools and stakeholders working together' A future vision of a truly multicultural Britain British-English British Indians British Pakistanis British- Chinese British Africans British African- Caribbean British- Scottish

11. 'Diversity, partnership, success - supplementary schools and stakeholders working together' Supplementary schools looking forward Cultural integrity for BAC children Cultural integrity for BAC children Recognising BAC culture of origin as the ‘bedrock’ culture and not the supplementary one Recognising BAC culture of origin as the ‘bedrock’ culture and not the supplementary one Play a central role in the education of British African Caribbean children Play a central role in the education of British African Caribbean children

12. 'Diversity, partnership, success - supplementary schools and stakeholders working together' The Centre for British African- Caribbean Studies Education and resource centre Education and resource centre Research Institute: BAC educational attainment throughout the life course Research Institute: BAC educational attainment throughout the life course The Metanoia Project 2007-2034 (Teach) and (BAC) The Metanoia Project 2007-2034 (Teach) and (BAC) Book: Towards Bicultural Competence: Beyond Black and White (Trentham Books) Book: Towards Bicultural Competence: Beyond Black and White (Trentham Books)