This article offers a critical exploration of exclusionary practices enacted in Italy towards migrant prostitute women. It identifies the double construction of migrant prostitute women as victims of sex trafficking and as illegal/criminal migrants as a dominant paradigm that informs policy approaches aimed at addressing their presence in the country. It explores how this paradigm has emerged in the specific context of contemporary Italy, how it has been sustained, by whom and with what consequences. By drawing on the exploration of a specific incident, the article shows how gendered and racialised constructions of dangerous migrant sexualities can inform decisions over what determines the slippery and unstable demarcation between those who are identified as victims and those who are identified as criminals. Finally, the article suggests that, caught within the restrictive victim/criminal paradigm, migrant prostitutes fail to be recognised and treated as subjects.

Black supplementary schools, as organic grassroots organisations, are not simply a response to mainstream educational exclusion and poor provision, as they are so often described. They are far more radical and subversive than their quiet conformist exterior, indicating the presence of a covert social movement for educational change. In our small-scale, exploratory study of four black supplementary schools, we attempt to uncover their subjugated knowledges and hidden histories in order to illustrate the ways in which they generate Mueller's ‘oppositional meanings’. The narratives of the black women educators consistently decentre assumptions of mainstream schooling, as well as providing evidence of thriving black communities, social capital and complex, contradictory pedagogies within which childcentredness remains an important component. Supplementary schools provide a context in which whiteness is displaced as central and blackness is seen as normative. We conclude by arguing that, through their strategies of reworking notions of both community and blackness, their creation of new ‘types’ of professional intellectuals and their commitment to social transformation, black supplementary schools represent the genesis of a new gendered social movement.