In this chapter, I acknowledge the intertwined histories of Afro-Caribbean languaging, Englishes, and literacies across the Black diaspora. In doing so, I draw from the notion of ‘transcendent literacy’ to attend to the long legacy of languaging emerging out of the Black race and reaching across the Black diaspora while also lamenting the invented illiteracy often imposed in characterizations of Black peoples worldwide. Acknowledging the traditional lineage of ‘Diaspora Literacy’ in making visible interconnections across Black peoples within and beyond the US, I then present Caribbean Englishes across the Black diaspora, describing the languaging, Englishes, and literacies of English-speaking Afro-Caribbean students in the Caribbean and in the US. Based on this discussion, I call for a silencing of the historical tradition of invented illiteracy used to characterize Black peoples across the diaspora and invite a strengthening of accessible knowledges surrounding the rich literate and linguistic heritages they inherently possess. Through this discussion, it is possible to understand the broader transnational contexts influencing racialized translanguaging and transsemiotizing in Black immigrant literacies and thus, the inherently induced economic bases for racialization of language.

In this chapter, I begin by complicating how Black immigrants’ perception as a ‘model minority’ in the US creates a challenge for equitably engaging with their literacies and languaging as a function of schooling. Joining the conversation on immigrant and transnational literacies, I present foundational language and literacy research in the US that has functioned as a backdrop against which Black Caribbean immigrants’ literacies and languaging are considered. To situate Afro-Caribbean languaging, Englishes, and literacies within its broader contexts, I then discuss education, migration, and cultures across the Black diaspora addressing the historical and contemporary educational landscape of Black people in the Caribbean. I further accomplish this situational placement of Afro-Caribbean languaging, Englishes, and literacies through a discussion of the historical and contemporary socio-educational landscape of Black immigrants in the US. Through this broadly painted portrait operating at the interstices of the educational, racial, historical, social, linguistic, and religious domains in the lives of Black Caribbean peoples and specifically youth, this chapter serves as a nuanced and contextual backdrop against which to understand the analyses of Black Caribbean immigrant youth’s language and literacies presented in this book.

Britain in 1972 was different in many ways to the Britain of 1956. The post-war years of full employment were gone; poverty had been ‘rediscovered’; unemployment was rising; the 1960s had simultaneously seen the emergence of ‘affluence’ and countercultural challenges to it; racism and anti-immigration sentiments were a visible and endemic part of daily life and were slipping into the political mainstream; and Britain had lost most of its empire. And yet the anti-racist politics and radicalism of the 1960s and Britain’s increasingly established Black and Asian populations were showing that there were new ways of being British. This chapter explores how these shifts affected the reception and resettlement of the Ugandan Asians. It shows that the expellees – sometimes treated as ‘refugees’, sometimes as ‘immigrants’ – while welcomed by the government-led Ugandan Resettlement Board and a diverse and energetic voluntary initiative, often faced a Britain experienced by its poorest inhabitants. A place of slum housing, rack-renting landlords, a byzantine welfare system and low pay, intensified for the expellees by institutionalised and casual racism. At the same time grassroots activists, race relations workers and the sustained efforts of the expellees themselves to establish new lives in Britain demonstrated that Britain was also being re-worked from within.