This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black childrens underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more "race"- and "difference"-minded in their practice.
1. Introduction
2. Identifying Black Underachievement and its Causes
3.
Black Cultural Capital: Culturally Rich or Poor?
4. Being Colour-Blind and
Colour-Conscious: White and Black Teacher Discourses
5. UK Teacher Education
Developing Understanding of Student Difference and Race Equality
6.
Challenges for UK Teacher Education in Meeting the Needs of Black Children
7.
Educating Black Children: African American Perspectives
8. A Dream Deferred:
African American High Achieving Adolescent School Girls At-Risk of Crazy
Donna Johnson
9. Thinking Differently: Becoming Critical Educators
10. End
Reflections
Uvanney Maylor is Professor of Education and Director of the Institute for Research in Education at the University of Bedfordshire, UK.
