DR ORNETTE D CLENNON VISITING ENTERPRISE FELLOW MANCHESTER METROPOLITAN UNIVERSITY BLOG: What is Education for ? And how Supplementary Schools can help to answer this

What does Privilege look like in an educational setting? Some interesting thoughts of what White privilege might look like, courtesy of Peggy McIntosh’s Invisible Knapsack: 14. I can do well in a challenging situation without being called a credit to my race. 15. I am never asked to speak for all the people of my racial group. 16. I can remain oblivious of the language and customs of persons of color who constitute the world’s majority without feeling in my culture any penalty for such oblivion. 17. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider. (McIntosh, 1990) Point 17 is very interesting in view of the current educational and safeguarding focus on PREVENT.

Who gains from Privilege? Education merely for market participation? Perhaps it means that people should be educated only to further their nation’s economic competitiveness (Browne, 2009)

Who is responsible for Inherent Inequality? What about those who do not benefit from market competition? “we focus always on the subordinated group and not on the dominant group. And that’s one of the ways that the power of dominant groups isn’t questioned – by remaining invisible.” (Jhally, et al., 1999, p. 6)

Alternative Education and Community Engagement Making Education a Priority Using critical theory to explore themes around privilege and merit in my book Alternative Education and Community Engagement: Making Education a Priority published by Palgrave MacMillan ISBN: , ISBN: Foreword by Diane Abbott, MP What is wrong with our mainstream education system in the UK and what can we do about it? Alternative Education and Community Engagement explores some of the ethical and philosophical issues behind the provision of market-led alternative education, namely: Free Schools, Studio Schools, Supplementary Schools and Co-operative Schools. This volume seeks to explore how power is mediated in these educational models, drawing on Foucault, Bourdieu, Lyotard and others to provide a theoretical underpinning of its analyses of both mainstream and alternative education in the UK, and to introduce the reader to a 'critical pedagogy'. Using case studies, Ornette Clennon examines the practicalities of working within these alternative models and asks whether a market-based approach to delivering higher standards of education for everyone actually works.

Counter narratives of Resistance Some critical thinking skills that supplementary schools can nurture: Excavating historical memories (Martin-Baro, 1994) Awareness and analysis of “double-consciousness” (Du Bois, 1903, p. 9)

A brief summary of some of our activities so far with some of our Partners The development of a PG Cert in Teaching and Learning that was specially designed for supplementary schools, covering ; learning, teaching and assessment strategies and leadership and management skills in educational settings Investing in Critical Reflective Thinking Investing in Creative Thinking Using the Manchester Museum’s Manchester Museum Comes to You programme to stimulate creative thinking around some of its collection via community curation Manchester Museum Manchester Metropolitan University Making Education a Priority - MEaP

Bibliography Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. (R. Nice, Trans.) Cambridge, MA: Harvard University Press. Browne, J. (2009, November 9). Browne Report: An independent review of higher education & student finance in England. Retrieved April 9, 2014, from The National Archives: Clennon, O. (Ed.). (2014). Alternative Education and Community Engagement: Making Education a Priority. Basingstoke: Palgrave Macmillan. Du Bois, W. (1903). The Souls of Black Folk: Essays and Sketches (Second ed.). Chicago: A. C. McClurg & Co. Freire, P. (1973). Pedagogy of the oppressed. New York: Seabury Press. Jhally, S., Ericsson, S., Talreja, S., Katz, J., Earp, J., & Media Education Foundation. (1999). TOUGH GUISE: Violence, Media & the Crisis in Masculinity. Northampton, MA: Media Education Foundation. Martin-Baro, I. (1994). Writings for a Liberation Psychology. New York: Harvard University Press. McIntosh, P. (1990). White Privilege: Unpacking the Invisible Knapsack. Independent School, Winter,