The Emergence of Black Supplementary Schools

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Abstract
The author believes that the schooling of Africans in European-centered "educational" institutions is a method of subjugation. It relies on subverting creative human potential through misinformation about who and what we are. We are taught ways of seeing and being that are not conducive to our physical and mental well-being. As culturally influenced institutions, European-centered schools play a major role in maintaining control of interests on a global and local scale. Wherever these institutions have developed, their fundamental role has remained constant. The rise of supplementary schools in the United Kingdom is part of the resistance of Africans to this condition. In this article, the author focuses on the perceptions of the users of these schools and their roles in the schools' formation and development.

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