This study advances discussions on identity, education and social critique by exploring the narratives of Black Caribbean male students in England. It seeks to counter dominant discourses that position them as disengaged, problematic and underachieving learners. Highlighting the need for inclusive educational spaces, the research explores literature studies as an academic exercise and a tool for self-discovery, empowerment and resistance against marginalising narratives.

Narratives play a significant role in the human experience because they help to shape identities, communities, and cultures. In the context of education narratives are powerful tools that can either empower or marginalise students, particularly those who identify with socio-cultural backgrounds that have been historically underrepresented or misrepresented. This research explores Black Caribbean male students’ experiences studying literature at Key Stage 4 (KS4) within the General Certificate of Secondary Education (GCSE) curriculum in England whilst interrogating long-standing deficit narratives.

Between 1948 and 1970, the deficit narrative of being "educationally subnormal" defined Black Caribbean boys in the UK (Wallace and Joseph-Salisbury, 2022: 1427). During that period, the narratives told in social, professional and political spheres established that Black Caribbean boys were not “clever”, and aspirations to progress to higher education were “unrealistic” and “overambitious” (Griffin, 2000: 174). This narrative persists in the 21^st Century with Black Caribbean male students continuing to be among the lowest academic-performing groups in England (Demie, 2022). In recent years, studies have revealed that the institutional racism experienced by Black Caribbean male students in England’s schools significantly impacts their chances of academic success as their progression to higher education in the academic year 2021-2022 was below the national average (DfE, 2023; OfS, 2023). Furthermore, university retention rates and degree outcomes for this subgroup are below average (DfE, 2023; OfS, 2023). Despite research identifying social, cultural and economic factors as causes for the group’s underachievement, systemic changes remain insufficient.

The primary research question guiding this study is: How do Black Caribbean heritage male students perceive or experience studying and responding to literature texts at KS4? The research explores the influence of the literature texts studied on the GCSE curriculum on Black Caribbean male students’ learning experiences, specifically examining whether their relationship with literacy practices and the texts studied contribute to their academic underachievement. Engaging with students’ perceptions and engagement with literature texts illuminates the ways in which they navigate their identities in relation to race, gender, and class. Whilst there have been incremental attempts to diversify the curriculum, the majority of GCSE literature texts remain authored by White English men from the sixteenth to twentieth centuries. This lack of representation creates a curriculum which is perceived as exclusionary, leading marginalised students to feel as though they are “gazing at the literature curriculum from the outside” (Eliott et al., 2021: 10). Moreover, the cultural representation of otherness in texts is from a colonial viewpoint where Blackness — more specifically — Black maleness is depicted as violent, criminal, evil and subhuman. Literature serves as a window into the world (Bishop, 1990) yet the world the participants encounter through texts is steeped in colonial ideologies rather than lived realities.

Critical Race Theory (CRT) underpins this research, providing a framework to analyse the intersections of race, gender and class in education. CRT principles aid the understanding of the relationship between educational structures and inequalities, establishing a platform for marginalised voices to articulate their activism and identity construction through the shaping and sharing of counternarratives (Delgado and Stefancic, 2017). Exploring Black Caribbean male students’ interaction with literature through the CRT lens serves to demonstrate that literature study operates as both a site of oppression and a means of resistance.

The study employs one-to-one participatory narrative interviews supported by multimodal activities within a cultural heterotopic space (Foucault, 1986). These spaces are created to offer safe, inclusive, dynamic environments where students can authentically explore and share their identities (Riessman, 2008). Viewed as a site of resistance, the cultural heterotopia allowed participants to reinforce their cultural identities, critique educational practices and contest dominant narratives whilst shaping and sharing their counternarratives. This approach aligns with CRT which emphasises amplifying the voices of individuals who have been marginalised and recognising the transformative power of storytelling in challenging systemic inequalities. In this project, the voices of Black Caribbean male students have been prioritised as their experiences with the literature curriculum are frequently overlooked in educational research (Basset et al., 2008). The United Nations Conventions on the Rights of the Child (1989) calls for young people’s active participation in research, trusting them as experts of their own lives (Hill, 2006). Therefore, including young people in research empowers them to share their views and engage in discourses about their achievement in school, identity construction as well as their social positioning and performance (Scott, 2008). Building trust was crucial to my approach as the participants were likely to perceive me as an outsider despite our shared Caribbean heritage. To navigate this dynamic I employed an ethnographic approach, focusing on rapport-building and negotiating power relationships. Transparency about my role as both an English teacher and researcher helped establish credibility and fostered an environment in which students felt encouraged to participate openly (Clark et al., 2014). Moreover, by being visible in the school community and engaging in informal conversations with students, I fostered familiarity and trust. A multimodal approach was adopted to enhance participant engagement and facilitate reflection during one-to-one interviews (Woolhouse, 2017). Given the complexity and emotional depth of topics participants were required to discuss, I incorporated multimodal activities to support their cognitive and emotional processing whilst making the interview process more accessible and engaging. Participants were invited to rate texts and characters, score their engagement with the curriculum and illustrate their reading journeys through creative media. These activities allowed students to reflect on their experiences in a way that felt authentic and empowered, significantly helping to reduce the power imbalance in the researcher-participant relationship. Furthermore, power dynamics were closely monitored to ensure students felt in control of their narratives (Cohen, Manion, and Morrison, 2018).

This study uncovers that the KS4 literature curriculum provides opportunities for Black Caribbean male students to critically engage with the stereotypical portrayals of race, gender, and class. Canonical texts such as Macbeth, Othello and A Christmas Carol prompt reflections on identity construction, systemic oppression, social justice, and moral accountability. Furthermore, the themes of duality and otherness in The Strange Case of Dr Jekyll and Mr. Hyde enable exploration of the divided self along with societal perceptions of morality. Examining the tensions between public and private identities align with Dubois’ (1903) notion of double consciousness. Jekyll’s struggle with his dual identity and the societal fear of Hyde as the "other" provide insight into the ways in which dominant narratives construct and enforce stereotypes, reinforcing a binary that restricts nuanced understandings of identity. Literature therefore functions as both a mirror and a lens which reflects the participants' lived realities whilst providing alternative perspectives that empower them to envision new ways of being (Bronfenbrenner, 1979; Freire, 1970). This study underscores the transformative power of literature in education, particularly for marginalised students navigating curricula that often fail to reflect their lived experiences. It showcases Black Caribbean male students’ use of counternarratives to challenge dominant stereotypes, revealing that the study of canonical texts strengthens their activism, critical thinking skills and agency, enabling them to carve their own path in a systemically unjust society. Centring the voices of Black Caribbean male students illustrates that literature can act as a bridge which allows students to challenge and rewrite dominant narratives whilst forging their own identities and sense of belonging. The findings call for a re-evaluation of the GCSE curriculum to include more diverse and representative texts that validate and empower all students, ensuring they feel seen and valued within the educational system.

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