Critical pedagogy, `race’, class and gender and empowerment in capitalist (neo)-liberal democratic Britain.

In this paper I examine the interconnections between `race', social class and gender, with some reference to caste, in schooling, society and economy in the UK, in particular relating to the two million heritage children and adults in Britain who are of South Asian heritage. I do this from empirical and theoretical/analytical perspectives, concluding that the salient forms of discrimination, oppression and inequality in the classroom, as in the economy and society, are those relating to (`raced' and gendered) social class, and that these forms and processes of marginalization and inequality are a function of the capitalist system of exploitation, which uses schooling and formal education to reproduce the existing patterns and forms of educational, social and economic inequalities.
I argue for forms of radical critical pedagogy and socialist pedagogy and organisation of schooling and education that are democratic, critical and publicly funded, aimed at empowering disempowered communities and the(`raced and gendered) working class, and at developing / creating an egalitarian society, economy and polity.
In concluding I also evaluate the limitations on the role of teachers and educators and cultural workers as critical transformative intellectuals, as socialist educators.

Invited Plenary Keynote Speaker