The launch of this anniversary edition included presentations from:
David Neita – Poet and lawyer
Paul Mackney – Former Gen Sec University and College Union. Worked in ESOL, Further, Adult and TU Education
Jacqui McKenzie – International Human Rights Lawyer, Lecturer, Founder of “The Learning Cube” Supplementary School
Chris Searle – Taught in schools internationally. The former Head teacher of a comprehensive school in Sheffield. Journalist and lifelong educator and activist.
Kehinde Andrews – Author of “New Age of Empire – How Racism and Colonialism Still Rule the World”.
Baroness Christine Blower – Labour Member of House of Lords, Former Gen Sec National Union of Teachers
Jeremy Corbyn MP – Former UK Labour Party Leader, Leader of Opposition 2015 – 2010
Minkah Adofoh – Community activist for over 40 years. One of the founder members of Afruika Bantu Saturday School in 1997. To empower children and parents of African heritage against education exclusion and failure
Bernard Coard – Educator, author of “How the West Indian Child is Made Educationally Sub Normal in the British School System”
In his original and current editions, Bernard Coard describes how “educationally subnormal” (ESN) schools unjustifiably and disproportionately labeled Black children, especially those from the Caribbean and (in some cases disabled and white working-class children) as “mentally subnormal”.
This edition contains a foreword by Jeremy Corbyn MP, Labour Party Leader and Leader of the Opposition from 2015 to 2020, with contributions from Paul Mackney, former General Secretary of the University and College Union, Professor Hubert Devonish of the University of the West Indies (Mona) and others.
Bernard has also contributed an update to the booklet in the chapter entitled 30 Years On with a chapter, 50 Years On, from Professor Devonish.
The original text was also republished by the late Buzz Johnson at Karia Press, with a foreword by Herman Ouseley, and prominently featured in Tell it Like it is: How Our Schools Fail Black Children (2005), edited by Brian Richardson.
Bernard Coard shared the following points with the meeting under the heading of: –
Goals of Community-Based and Initiated Supplementary Education of Caribbean-Origin Children in Britain
This is to more systematically develop and implement, to as high a degree as possible, a creatively/imaginatively developed curriculum focused on achieving five main goals/objectives:
- A strong sense of IDENTITY, of HISTORY, of CULTURAL HERITAGE; and of SELF-WORTH, SELF-CONFIDENCE, SELF-BELIEF.
Building on these…
- Strongly developed: –
b. CRITICAL THINKING SKILLS; [Impulse Control and Strategic Thinking and Acting].
Building on 1 & 2 above.
- Providing a wide range of MARKETABLEand REVENUE-GENERATING SKILLS; starting with CORE SKILLS, then building on these in several directions; [BUILDING CAPACITY for quality employment and/or self-employment].
Building on #1, 2, & 3, above.
- Training and Encouraging AN ENTREPRENEURIAL OUTLOOK: training in SPOTTING/SEEING, and SEIZING, OPPORTUNITIES, not just for wide-ranging revenue-generation possibilities, but for any and all possibilities for enhancement of the Community in a wide variety of ways. [COMMERCIAL Entrepreneurship, as well as SOCIAL Entrepreneurship].
And finally, through applying, through practical exercises undertaken by the students in these schools.
- Helping to STRENGTHEN EXISTING SOCIAL CAPITAL, and BUILD MORE SOCIAL CAPITAL.
a. AMONGST THE STUDENTS’ AGE COHORTS/ GENERATION, and
b. IN THE COMMUNITY as a whole.