Marie Charles
Biographic Data
| ID | 3792292 |
|---|---|
| NAME | Marie Charles |
| GIVEN NAMES | Marie |
| FAMILY NAME | Charles |
| SIGNATURE | CHARLES M |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0003-0090-6075 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Decolonizing the Curriculum
The current international decolonizing debate is floundering. Despite well intentioned optimism that the debate would lead to an interrogation of the current schooling system and deepen the taught curriculum beyond “Black history month” and the slave trade, this is not happening. “They (power structure/policy makers) don’t want you to study ancient history because they want you to study slavery and colonialism to lock down your first frequency. T…
Effective Teaching and Learning
Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, ev…
How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative
This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Educa…
In my Liverpool home’
Reviewing the 22 years that have elapsed since Gifford’s 1989 report labelled Liverpool as racist, the authors focus on the fact that in a city which has had a British African Caribbean (BAC) community for over 400 years, there is minimum representation of that community in the city’s workforce. The authors investigate two major forms of employment in the city, i.e. the teaching workforce and the city’s Council workforce and one major route to em…
“Tightening the Shackles”
This article reports on the researchers’ findings 20 years after Lord Gifford’s inquiry into race relations in the city after the 1980s Toxteth riots. Gifford reported on the prevalence of racial attitudes, racial abuse, and racial violence directed against the Black citizens of Liverpool. The authors’ research focused on education and specifically the low percentage of Black teachers compared to the whole teaching workforce and the percentage Bl…
Education in a multicultural environment
The paper focuses on the auditing and accountancy paradigm that has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignoring the heterogeneous complexity of groups within societies that exist now internationally and the reduction in pedagogy and curriculum experience to a ‘one-size-f…
Des connaissances scientifiques en quête de connaissances d’acteurs
Cet article est le fruit d’une analyse réflexive d’un collectif pluridisciplinaire de chercheurs qui travaillent par enquête auprès des professionnels de l’agriculture et de la nature. L’objectif est d’apporter des éléments de réflexion sur le rôle des connaissances d’acteurs dans la construction des connaissances scientifiques. La façon de les utiliser varie selon les disciplines, mais plus encore suivant la finalité des recherches. Trois idéaux…
How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative
This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Educa…
Education in a multicultural environment
The paper focuses on the auditing and accountancy paradigm that has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignoring the heterogeneous complexity of groups within societies that exist now internationally and the reduction in pedagogy and curriculum experience to a ‘one-size-f…
Des connaissances scientifiques en quête de connaissances d’acteurs
Cet article est le fruit d’une analyse réflexive d’un collectif pluridisciplinaire de chercheurs qui travaillent par enquête auprès des professionnels de l’agriculture et de la nature. L’objectif est d’apporter des éléments de réflexion sur le rôle des connaissances d’acteurs dans la construction des connaissances scientifiques. La façon de les utiliser varie selon les disciplines, mais plus encore suivant la finalité des recherches. Trois idéaux…
“Tightening the Shackles”
This article reports on the researchers’ findings 20 years after Lord Gifford’s inquiry into race relations in the city after the 1980s Toxteth riots. Gifford reported on the prevalence of racial attitudes, racial abuse, and racial violence directed against the Black citizens of Liverpool. The authors’ research focused on education and specifically the low percentage of Black teachers compared to the whole teaching workforce and the percentage Bl…
Education in a multicultural environment
The paper focuses on the auditing and accountancy paradigm that has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignoring the heterogeneous complexity of groups within societies that exist now internationally and the reduction in pedagogy and curriculum experience to a ‘one-size-f…
In my Liverpool home’
Reviewing the 22 years that have elapsed since Gifford’s 1989 report labelled Liverpool as racist, the authors focus on the fact that in a city which has had a British African Caribbean (BAC) community for over 400 years, there is minimum representation of that community in the city’s workforce. The authors investigate two major forms of employment in the city, i.e. the teaching workforce and the city’s Council workforce and one major route to em…
How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative
This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Educa…
Effective Teaching and Learning
Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, ev…
Decolonizing the Curriculum
The current international decolonizing debate is floundering. Despite well intentioned optimism that the debate would lead to an interrogation of the current schooling system and deepen the taught curriculum beyond “Black history month” and the slave trade, this is not happening. “They (power structure/policy makers) don’t want you to study ancient history because they want you to study slavery and colonialism to lock down your first frequency. T…
Sociology (6 works) · Pedagogy (5 works) · Political science (5 works) · Gender Studies (4 works) · Law (4 works) · Critical Race Theory in Education (3 works) · Curriculum (3 works) · Invisibility (3 works) · Law (3 works) · Teacher Education and Leadership Studies (3 works)