by the left.
In particular, the seriously challenged TUNDE ANTHONY, Socialists Alliance.
The schooling experience of the majority of black youths eaves confidence and lacking This condition of denial and oppression then becomes part of the rationale used to justify the high unemployment, menial work, and low wages that characterise the position of blacks in this country.
The publication of The West Indian Experience in Schools by Raymond Giles of education authorities are volene some concera doouE uC under-achievement of black youtns in school.
TURGID While the book largely consists of turgidly written of the author's accounis interviews with teachers and questionnaires they completed, it does inadvertently provide a glimpse of what the black child experiences.
For example, in relating the West Indian students, physiologically they maturity more quickly. They are strong boys physically, have a lot of energy, and tend to be talkative.
The headmaster points out inat nine or mne boys in ine third-year football team Wes nean.
A more direct impression can De gainca rom mosc iew pages THE ROLE of institutional racism in maintaining the oppression and super-exploitation of the national minorities in Britain has received inadequate attention importance of the ingrained in the British education system has still to be by anti-racist forces, member of the which Giles relavs conversation with a class of self- black girls at one school. l any suggests the pressures on them to suppress their cultures When told by a number of black girls who spoke standard English that the whole class could speak Creole dialect, Giles questioned this, and one girl replied: Of course, that is you English, because speak that way.' The author adds: "All said they only spoke saneare carisa to be polte When they went into a class and talked dialect some teachers thought they TUUC The book concludes recommendations which centre on the need for the cultural reidentification of biack children and youth, and particularly for the studies programmes Unfortunately Giles does not discuss what orientation black studies should take. and have been treated in both positany and peative ways.
Many experience of blacks in the that education system mentioned in the book. instance, the environment in which ne voulns teraci server to reinforce the negativism of une comen or mnea coucauon Blacks find themselves ESN ('educationally normal") schools or bottom streams of the 'normal' schools. While population is multi-racial writes Black This were we did not being black They can sometimes with a majority of black staff is always overwhelmingly are white.
For SUSPENDED Giles does not consider the physical victimisation of black in pupils by either racist or merely sub- inadequate teacners: ine in the proporton tento ace and youths the student suspended from school, or are sent to "special" schools. | roots of patriarchy in this pupils - the teaching racially Conference, diswho are schoong In teach us some lessons.
The education system serves to maintain the status quo, and it is one in which blacks are oppressed and economically super-exploited.
•We should reject the solution of the West Indian Standing understanding among ouncis, who call for all-black schools.
materially resourceless, ghetto SYSTEM — gigannc customs The experience of segregated America should ignorance of their rights, and schools We have to fight for an ecucatoma svsien and CUT the riculum which meet the needs of black children and other national minorities. In particular, this has to offer them an of their true history, and the realities of the LOSC present social system.
Racism, as it manifests itself in every aspect of the school system, must be fought.
Demands must be made on implement programm antideve in education; concerted effort increase the proportion of black teachers. especially schools high proportion of black students. *The West Indian Experience in British Schools:
Education and Social DisadLondon by Raymond Giles. Heinemann