Employer Engagement in FE: A research project from Runshaw College
AuthorJen DeakinCategoriesTeaching, Leadership
Time for action: anti-racism in education
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Date1st Mar 2021AuthorAllana GayCategoriesLeadership, Policy and News
In 2020 the world held its breath as they watched a man beg to draw his. A knee on the neck was enough to immobilise; to open our eyes to the lack of human care within our humanity. In that moment we could not blink.
With focus firmly fixed, issues rose to the surface – healthcare, housing, job security, education – inequality crept out of the shadows and stretched into the light. Affirmations exploded out of organisations, large and small. Their words flowed on every platform, even if their actions did not follow. Respect, diversity, equality because lives of the marginalised suddenly mattered.
Every school was behind the curve. Light shone on the curriculum – whose knowledge? Which truth? What are we choosing to teach? Blinkered understanding of the world was no longer acceptable. From Literature to Art to Language, there is no longer any sound rationale for the ancient, cannon of content. So, in a frenzy, schools added “diversity content” to the curriculum. Added not embedded. Literature class that teaches ‘Of Mice and Men’ with teachers uttering the n-word because it was “part of the narrative” is no longer acceptable. Malorie Blackman and Onjali Q Rauf led a march of story makers to reflect realities. History evolved so that it is not only our migration storythat is told, and the migration museum is not the only one to archive our identities. Geography can no longer compare the West and others without regard for how an inhuman legacy maintains power over others. A nation of poets amplified raise their voices as curriculum is actively sought…for now.
Next came the drive for culture shift. In the midst of all the noise, students found their voice to openly challenge senior leaders of their schools. Schools glanced over policies to check how much intrinsically biased control they wield. Which hair is acceptable? Which language can be used? Who works here? Will they fit in our leadership model? As gatekeepers of power and influence you have erased us, their students shouted. Some leaders stood still. Unsure how to respond.
Unconscious bias training sprouted up everywhere—evidence of action without any need for change. In this false appeasement, the denial of racism as an active part of education still exists. The Department for Education, leaders of the sector, refused to set the pace – the opportunity for celebrating the rich diversity in schools is there. Leaders are free to use it as they wish. Nothing to do with us.
Schools, the microcosm of society, should be axes of change, making obsolete the exclusion of global identities and reversing the destruction of indigenous knowledge which, when coupled with the mainstream, give true reflection of our heritage. But we are slow to move. This is why the constant, courageous conversation needs to be held and BAMEed, for the past 4 years, has been holding it.
Change in the curriculum is not just around changing content, but ensuring that the teachers who are made to deliver it are well equipped with core expertise. You cannot teach Maths without understanding numbers; you cannot teach Economics without understanding slavery and indentureship. BAMEed coordinates resources from lots of providers on these issues and many others which, far from simply sprinkling diverse examples into an existing lesson, help make that lesson complete.
Change in the workforce is about adding more people to the lower ranks, retaining them within schools and promoting them. Changing norms so that a leader can be their authentic selves and still be respected for the depth and impact of their leadership is still a challenge for those on the recruitment panel, as well as those brave enough to put themselves forward. To this end, BAMEed connects Governors to renew their role on this journey while offering coaching and mentoring for those progressing through it.
Action on race in education is slow. It is a big job that depends on consciousness within beliefs and behaviours. Until we normalise diverse presence in all areas of study and support an education sector that is proactive in delivering equity, the work will continue. Will you be a part of this? Time for Action.
Allana Gay is a co-founder of BAMEed and a headteacher in North London.
BAMEed is at www.BAMEednetwork.com and @BAMEedNetwork on Twitter and LinkedIn