Cool Britannia And Multi Ethnic Britain

Cool Britannia and Multi-Ethnic Britain: Uncorking the Champagne Supernova attempts to move away from the melancholia of Cool Britannia and the discourse which often encases the period by repositioning this phenomenon through an ethnic minority perspective. In March 1997, the front page of the magazine Vanity Fair announced ‘London Swings! Again!’ This headline was a direct reference to the swinging London of the 1960s – the English capital which became the era-defining epicentre of the world for its burgeoning rock and pop music scene, with its daring new youth culture, and the boutique fashion houses of Carnaby Street captured most indelibly by the Mods, Rockers, and psychedelic hippies of the time. In the 1990s this renewed interest in the swinging 60s seemed to reinvigorate popular culture, after a global period in the 1980s which would see the collapse of traditional communism and the ending of Cold War, while ushering in the beginnings of a new technological age spearheaded by Apple, Microsoft, and IBM. The dawn of the 1990s meant that peace and love would once again reign supreme, with Britannia being at the forefront of ‘cool’ again. Godfathers of the Mancunian Rock scene New Order would declare ‘Love had the world in motion’ and, for a fleeting period, Britain was about to encounter its second coming as the cultural epicentre of the world. Although history proffers a period of utopia, inclusion, and cultural integration, the narrative alters considerably when exploring this euphoric period through a discriminatory and racialised lens. This book repositions the ethnic minority–lived experience during the 1990s from the societal and political margins to the centre. The lexicon explored here attempts to provide an altogether different discourse that allows us to reflect on seminal and racially discriminatory episodes during the 1990s that subsequently illuminated the systemic racism sustained by the state. The Cool Britannia years become a metaphoric reference point for presenting a Britain that was culturally splintered in many ways. This book utilises storytelling and auto-ethnography as an instrument to unpack the historical amnesia that ensues when unpacking the racialised plights of the time.

Multi-Ethnic Britain 2000+ provides an encompassing survey of artistic responses to the changes in the British cultural climate in the early years of the 21st century. It traces topical reactions to new forms of racism and religious fundamentalism, to legal as well as 'illegal' immigration, and to the threat of global terror; yet it also highlights new forms of intercultural communication and convivial exchange. Framed by contributions from novelists Patrick Neate and Rajeev Balasubramanyam, Multi-Ethnic Britain 2000+ showcases how artistic representations in literature, film, music and the visual arts reflect and respond to social and political discourses, and how they contribute to our understanding of the current (trans)cultural situation in Britain. The contributions in this volume cover a wide range of writers such as Graham Swift, Ian McEwan, Zadie Smith, Jackie Kay, Nadeem Aslam, Gautam Malkani, Nirpal Dhaliwal and Monica Ali; films ranging from Gurinder Chadha's Bend It Like Beckham and Bride and Prejudice to Michael Winterbottom's In This World and Alfonso Cuarón's Children of Men; paintings and photography by innovative black and Asian British Artists; and dubstep music.

A survey of " ... 60 diverse contemporary perspectives on Britishness ... " and its influence on life in Northern Ireland.

Available Open Access under CC-BY-NC licence. 50 years after the establishment of the Runnymede Trust and the Race Relations Act of 1968 which sought to end discrimination in public life, this accessible book provides commentary by some of the UK’s foremost scholars of race and ethnicity on data relating to a wide range of sectors of society, including employment, health, education, criminal justice, housing and representation in the arts and media. It explores what progress has been made, identifies those areas where inequalities remain stubbornly resistant to change, and asks how our thinking around race and ethnicity has changed in an era of Islamophobia, Brexit and an increasingly diverse population.

This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on ‘race’ equality in Britain, BAME children and young people continue to be discriminated against and are failed by the education system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people.

Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the 'curriculum question' – what is to be taught, and by extension, 'whose knowledge' – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational 'traditionalists' and 'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from 'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate. The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.

This book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions. Going beyond the current understandings of causal factors that promote inequality, the editors and contributors illuminate the dynamic interplay between historical events and discourse and more sophisticate and racialized acts of violence. In doing so, the book crystallises myriad contemporary manifestations of structural racism in higher education. Amidst an upsurge in racialized violence, civil unrest, and barriers to attainment, progression and success for students and staff of colour, doing equity and diversity for success in higher education has become both politically urgent and morally imperative. This book calls for a redistribution of power across intersectional and racial lines as a means of decentering whiteness and redressing structural inequalities in the academy. It is essential reading for scholars of sociology and education, as well as those interested in equality and social justice.

In recent years, the issue of race in education in the UK have been submerged in wider discourses of diversity, leading to an invisibility of the quotidian experiences of marginalised peoples in educational institutions. Race, Education and Educational Leadership in England looks at how the experiences of black and ethnic minority (BME) students and academics in education has changed and investigates how the implementation of current policies on race equality are being monitored by the government. The contributors take an integrated approach, looking at issues and themes that occur across all educational phases in England and draw on expertise from within and outside the education system. The editors highlight areas of weakness and good practice in access, curriculum, progression and the lived experience. This book makes a compelling argument for why race equality matters in England's education system.