{'fraction_non_alphanumeric': 0.014369693011103853, 'fraction_numerical': 0.002612671456564337, 'mean_word_length': 5.719298245614035, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Too hot to handle: African Caribbean pupils and students as toxic consumers and commodities in the educational market

Abstract Secondary sources are used in this paper to highlight how African Caribbean pupils and students – the Black British-born descendants of post-war Caribbean migrants – are victims of symbolic violence, because they are denied the educational capital needed to improve their social status. Since African Caribbean children entered the 1960s British educational sector, their learning has been perceived as problematic by the State. Although assimilation, integration and multicultural education policies were implemented to supposedly address the ‘problem’ of educating Black children, subsequent government reports identified racism as a significant barrier in their education. I argue here that the contemporary marketisation of education makes it increasingly difficult to distinguish between racism and competition, as causal factors of ethnic differences in educational attainment. Moreover, due to increasing private sector intervention and decreasing mediation by the State, racism is now hidden within the vicissitudes of the educational market. School exclusions and discriminatory practices in universities are viewed in this paper as major barriers to the economic success and future social mobility of Black Caribbean pupils and students. I conclude by suggesting that marketisation policies can be appropriated to ameliorate racism in education, but only if the political will to do so exists.