Chloe Hunte

Radical and inviting learning environment at Goldsmiths

The learning environment of Goldsmiths was such a radical and inviting one. The relationship I had with my lecturers and tutors was refreshing and it felt like we were both in positions of learning, that they too wanted to learn from us as students and take in our feedback and discussions surrounding the course itself. Studying at Goldsmiths allowed me to find a community of aspiring anthropologists like myself and gave me the space to really foster my identity as a Black, mixed race, Caribbean woman.

Life after Goldsmiths

I'm currently working in the service industry with plans of starting a career in social research. I hope to be a writer in some capacity, actively involved in local communities, producing research that can inform social policy and hopefully make an impact on the lived experiences of those in marginalised positions

Enjoy the university experience

Enjoy the experience and stay open to all of the learning opportunities! You'll find your people, your niche interests and the confidence in your self.

Rewarding and enriching experience

As a born and bred south east Londoner, focusing my research on variant masculinities within South London, it was a rewarding and enriching experience. New cross I think will always feel like my second home and remind me of my time at Goldsmiths, even if it was just for a short year!

Research carried out at Goldsmiths

From a Black feminist anthropologist lens, my ethnography highlighted the ways south London – through its various Black holding spaces – produces a unique formation of masculinity cemented in Black working class identity for young men emerging into adulthood.

By examining the available repertoires of masculinity within south London, an area characterised by African-Caribbean migrant communities and white working-class subcultures (Melville, 2020; Reynolds, 2013), I explored the ways masculinity is explicitly expressed through restrictive, gender-coded ‘London Boy Uniform’, fear of self present in Black boyhood (Akala, 2018), and ‘the culture’.

Through these findings I aimed to shift the visibility of young Black men, framed both in academic literature and mainstream media under the ‘white gaze’ (hooks, 1992; Schnyder, 2013) by placing their voices at the centre and positioning them as “site[s] of critical-imaginative meaning-making concerning their own situation” (Willis, 2013: 9).