Global Societies Journal

As globalization upsets traditional notions of the homogenous nation state, education becomes an avenue through which countries can define and redefine themselves, constructing national narratives through curricula decisions and education policies. Education initiatives in the post-imperial era showcase England grappling with both the loss of the British Empire and the influx of globalization, specifically in terms of incorporating the flood of migration from former West Indie colonies into its national education system. This article looks at the formal and informal education policies in England from the 1960s-1990s, situating them as negotiations over national narratives, identity, and citizenship. While multicultural education initiatives were implemented, these were later criticized by race scholars for failing to address the institutional racism and barriers to successful education within the English public school system. The black community responses to conservative education policies include increased parental involvement, supplementary schools, and alternative teaching pedagogies, all of which fall under the category of anti-racist or postcolonial education strategies.