Ackah, William (2021) From ethnic minorities to Black majorities: the challenges and dilemmas of attempting to decolonize the British higher education system. Peabody Journal of Education 96 (2), 192`-205. ISSN 0161-956X.
|
Text
32604.pdf - Author's Accepted Manuscript Download (313kB) | Preview |
Abstract
Using a decolonial and Black feminist inspired analytical lens this paper explores the dilemmas and challenges that Black academics face in trying to bring about change in universities within the British higher education system. Higher education focused campaigns such as Why isn’t my Professor Black? Why is my curriculum White? Rhodes must fall has positioned education as a site of struggle for the empowerment and liberation of Black communities, but with less than 100 full Professors of African descent in occupying academic positions the article critically examines whether the British university can truly be a site for decolonisation and liberation for African descendants and people of colour. In reflecting on the 400th year anniversary African descendant forced migration to the Americas, the article argues for a renewal of African descendant collaboration along Pan-African lines to decolonize the British education system and foster systems of education that empower African descendant communities across the globe.
Metadata
| Item Type: | Article |
|---|---|
| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis, available online at the link above. |
| School: | Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Social Sciences |
| Depositing User: | William Ackah |
| Date Deposited: | 21 Jul 2020 10:20 |
| Last Modified: | 02 Aug 2023 18:01 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/32604 |
Statistics
Additional statistics are available via IRStats2.
Archive Staff Only (login required)
