It is sixty years since ships like the Empire Windrush brought a large number of people from the Caribbean to help rebuild war torn Britain. ‘The Way We See It’ reveals how since then, school has become the source of enduring trauma for many African children with Caribbean heritage.
Author, educationist and broadcaster Dr. Sandra Richards follows on in the steps of Bernard Coard’s seminal work ‘How the West Indian Child is Made Educationally Subnormal in the British School System,’ and uncovers the shared histories that have been buried deep within the jargon of education in a compelling account of the marginalised voices of pupils and their families.
What motivated you to write this book?
I have, for years, been concerned about the injustices of the British education system on students and in particular young people of Caribbean African heritage. During my research I noted that one of the consistent features of education research is the dearth of texts which consider alternative worldviews as a base for systems of knowledge and models of teaching practice. I decided to investigate and address this. It is in the interest of the human family for African centred scholars to contribute to formulating knowledge especially when it has a direct impact on our wellbeing. Most research on school exclusion is eurocentric and statistical which causes the human story to be submerged or portrayed from an external paradigm.
Is it just another book blaming all our problems on enslavement?
My research examines the policies and practices of schooling and the phenomenon of school exclusion. Setting school exclusion in a context of the history and philosophy of europe as it relates to schooling and African people in the Diaspora. My research provides evidence that British born Caribbean African origin children are historically, persistently and systematically pathologised in schools.
Furthermore, the data reveals that teachers and inclusion practitioners who try to help them are often resented by professional colleagues. The data makes plain the historical link between the practice of exclusion today and shared histories. It is particularly relevant since exclusion affects to a huge extent the descendants of African people invited by the British Government from the Caribbean to the UK to help rebuild war torn Britain.
After decades of analysis of the problems within Britain’s education system, do you bring a fresh approach to solutions?
I am an African centred scholar and my research examines the policies and practices of school exclusion, and sets it in a context of the history and philosophy of African people in the Diaspora.
Can only African people benefit from your book?
My book holds important messages for everyone who is genuinely concerned to see education equality in schools. ‘The Way We See It’ should form essential reference material to inform and enhance teacher training programmes, black mental health events, human rights efforts, equality and diversity policies, cultural studies, all African Diaspora and Caribbean events and all social inclusion matters.
This research forms the basis upon which to review how education can be improved for all children. It provides an ideal tool for dialogue. In addition, it proposes a solution by including a framework for practice that will minimise exclusion informed by those most marginalised. Practical recommendations are included to support the collaboration of parents and practitioners in the interest of all of our children.
Dr Sandra Richards delivers lectures, workshops, and discussions on these themes and can be contacted at drsandrarichards@hotmail.com or www.desiretoinspire.com
‘The Way We See It’ (ISBN 978 1 85856 420 3) is published by Trentham Books Limited and available online from www.trentham-books.co.uk or www.styluspub.com (US and Caribbean).
External Links
Desire To InspireThe Way We See It (Order)Colourful Radio - Roots
Author, educationist and broadcaster Dr. Sandra Richards follows on in the steps of Bernard Coard’s seminal work ‘How the West Indian Child is Made Educationally Subnormal in the British School System,’ and uncovers the shared histories that have been buried deep within the jargon of education in a compelling account of the marginalised voices of pupils and their families.
What motivated you to write this book?
I have, for years, been concerned about the injustices of the British education system on students and in particular young people of Caribbean African heritage. During my research I noted that one of the consistent features of education research is the dearth of texts which consider alternative worldviews as a base for systems of knowledge and models of teaching practice. I decided to investigate and address this. It is in the interest of the human family for African centred scholars to contribute to formulating knowledge especially when it has a direct impact on our wellbeing. Most research on school exclusion is eurocentric and statistical which causes the human story to be submerged or portrayed from an external paradigm.
Is it just another book blaming all our problems on enslavement?
My research examines the policies and practices of schooling and the phenomenon of school exclusion. Setting school exclusion in a context of the history and philosophy of europe as it relates to schooling and African people in the Diaspora. My research provides evidence that British born Caribbean African origin children are historically, persistently and systematically pathologised in schools.
Furthermore, the data reveals that teachers and inclusion practitioners who try to help them are often resented by professional colleagues. The data makes plain the historical link between the practice of exclusion today and shared histories. It is particularly relevant since exclusion affects to a huge extent the descendants of African people invited by the British Government from the Caribbean to the UK to help rebuild war torn Britain.
After decades of analysis of the problems within Britain’s education system, do you bring a fresh approach to solutions?
I am an African centred scholar and my research examines the policies and practices of school exclusion, and sets it in a context of the history and philosophy of African people in the Diaspora.
Can only African people benefit from your book?
My book holds important messages for everyone who is genuinely concerned to see education equality in schools. ‘The Way We See It’ should form essential reference material to inform and enhance teacher training programmes, black mental health events, human rights efforts, equality and diversity policies, cultural studies, all African Diaspora and Caribbean events and all social inclusion matters.
The Way We See It: Essential reading for parents and educators
The next step
This research forms the basis upon which to review how education can be improved for all children. It provides an ideal tool for dialogue. In addition, it proposes a solution by including a framework for practice that will minimise exclusion informed by those most marginalised. Practical recommendations are included to support the collaboration of parents and practitioners in the interest of all of our children.Dr Sandra Richards delivers lectures, workshops, and discussions on these themes and can be contacted at drsandrarichards@hotmail.com or www.desiretoinspire.com
‘The Way We See It’ (ISBN 978 1 85856 420 3) is published by Trentham Books Limited and available online from www.trentham-books.co.uk or www.styluspub.com (US and Caribbean).
External Links
Desire To InspireThe Way We See It (Order)Colourful Radio - Roots
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Click here to speak out and share your perspective on this article.‘The Way We See It’ uncovers the shared histories that have been buried deep within the jargon of education in a compelling account of the marginalised voices of pupils and their families.
Dr Sandra Richards
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