Kehinde Andrews's research while affiliated with Birmingham City University and other places

Publications (8)

Article
Meghan Makle's marriage to Prince Harry sparked a global debate about the extent to which the union marked progress in British race relations with the royal family embracing “modern Britain”. Rather than representing progress the furore around the marriage is the perfect example of the delusions of post-racialism, which entrench racial inequality....
Article
University curricula are overwhelmingly Eurocentric, providing a narrow framework of knowledge through which to view the world. Issues of race and racism when taught tend to be marginalised as something additional, extra, a disposable luxury. The key to transforming teaching is to embed race ethnicity in the core ideas, transforming some of the key...
Chapter
There is a crisis in British academia. It is one that has gone largely unnoticed but has huge implications for society. Whilst the student body has to some extent diversified with the expansion of higher education, the academic staff has remained overwhelmingly white. The problem is particularly acute for Black (African and African Caribbean) commu...
Article
Pan-Africanism is an identifiable movement with its own history and historical and ideological roots. It formally began at the first Pan-African Congress in London in 1900 and has a distinct linage up to the present day African Union. Unfortunately, the movement has not presented a challenge to imperial domination in Africa, rather it has helped co...
Article
Critical Whiteness studies has emerged as an academic discipline that has produced a lot of work and garnered attention in the last two decades. Central to this project is the idea that if the processes of Whiteness can be uncovered, then they can be reasoned with and overcome, through rationale dialogue. This article will argue, however, that Whit...
Article
The Black Supplementary School Movement has a fifty-year tradition of resisting racism in Britain. Central to the movement is a construction of African Diasporic Blackness that is marginalized in British scholarship. ‘Political blackness’, based on the unity ethnic minority groups, is an important frame of reference in Britain. This article will ex...

Citations

... Racism is a social problem of gigantic proportions, which many underestimate. For social workers, racism should have no place in the profession, yet it is an entrenched social problem and has also been referred to as a 'public health crisis' (Andrews, 2021). Anti-racism in the field of education is a progressive strategy that has a transformative and emancipatory role, and can be used to contribute to a transformation in perspective (Mezirow, 1981). ...
... This is particularly evident in disciplines such as history, where 'the narrow scope of the school and university History curriculum is an obstacle to racial and ethnic diversity in History as a discipline' (Atkinson et al., 2018: 9). The teaching of British history presents a very narrow and constrained view of society and neutralises, by omission, Britain's persecution of Black people in pursuit of the empire, relegating Black history to the margins (Andrews, 2019). White Eurocentric curricula also disadvantage White students with regards to broadening and challenging their own worldview, particularly against dominant discourses and stereotypes regarding people of colour (Hamilton, 2016;Leonardo, 2016;Arday, 2020;Arday et al., 2020). ...
... Literature review: Context and debates of decolonisation in the UK Student and staff movements in the UK in solidarity with Black activists and the global civil rights movements against war and imperialism have a long history (Morreira et al., 2020). However, it is only recently that reassessment of curricula in UK HEIs has been linked to the broader movement to decolonise universities (Andrews, 2018). The contemporary surge of interest in DtC and university practices among students and academics on UK campuses has been inspired by, and connected to, other movements, particularly the 2015 student movement Rhodes Must Fall. ...
... This situation ignited the spirit of Pan-Africanism, which had the form of political and cultural campaigns. In Ghana, Kwame Nkrumah, who was the first prime minister when Ghana attained self-rule in 1952, stoked up a blaze of nationalism after receiving motivation through the Pan-Africanist ideologies of black activists such as Marcus Garvey of the West Indies, Edward Wilmot Blyden of Sierra Leon and W.E.B Dubois of USA (Shepperson, 1962;Geiss, 1969;Geiss & Keep, 1974;Andrews, 2017). Pan-Africanism ideology heightened the agitation for a cultural rebirth in Ghana, with creative artists being called upon to rise up in protection of their cultural heritage . ...
... Walton's argument that Marxism is developed based on western experience is similar to the positions of Robinson (1983), Mills (2003, Andrews (2016Andrews ( , 2018 and the arguments of other Black scholars in CRT and Black radical traditions, which over the years, had argued that Marxism should be tweaked to accommodate the experience of Black people and Black workers. I believe that these black scholars' standpoints are flawed and disingenuous because the real test of a theory is revealed in its application. ...
... Renewed interest in black supplementary schools has produced several recent studies. See, for example, Jessica Gerrard (2013) and Kehinde Andrews (2016). Most of these studies have focused on supplementary schools in inner and outer London, Birmingham and Manchester, although the origins, curriculum and staff of Leeds' UCA Supplementary School which Gertrude Paul directed appear to be quite similar. ...