Leading Assumptions

  • Winniey E Maduro


This chapter begins with an introduction that sets the tone of the book. The reader will come to know something about me, my purpose, and my motivation for writing the book—through a short autobiographical account. More crucially, however, is that the chapter introduces Caribbeans as a poorly represented social group in education and socioeconomic domains.

The introduction is promising—albeit tentative—in that it makes a case for understanding educational attainment and socioeconomic progression from the point of view of lived experience and socialisation in settings in which psychosocial resources are developed and deployed. By this, the chapter offers a promise that is satisfied in the pages of the book. It is one to fill a gap in our understanding of and response to persistently poor experiences and outcomes in education and socioeconomic domains among social groups, with Caribbeans being the model. Incidentally, the key concepts of psychosocial resources, educational attainment, and socioeconomic progression—with which I am concerned—are also introduced in these regards. Thus, this fuller understanding includes a more contemporary appreciation of how Caribbeans have compared with other groups in education and socioeconomic domains since becoming visible as a distinct group in British society after WWII. With this historical context in mind, the chapter makes a case for treating Caribbeans as a distinct group that has always been positioned differently from other social groups within the British education system, and society more generally.


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Winniey E Maduro
    • 1
  1. 1.ManchesterUK

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