A collection of recommendations for change by Black researchers and practitioners.
Foreword
The independent review of the national curriculum in England launched by the government is an important opportunity.
The Curriculum and Assessment Review, chaired by Professor Becky Francis, has sought submissions of evidence “to help them improve the curriculum and assessment system”. The current national curriculum needs to become more relevant and representative for all our children and young people. Currently, our students experience an offer which is too narrow, both in terms of the subjects they’re able to access and the topics; and a narrow range of assessment methods which generate ‘exam factory’ cultures and distort teaching styles and choices.
We require a teaching philosophy that taps into the diverse range of knowledge and experiences of pupils as a means of making classrooms and curricula inclusive, and which draw on home and school cultures in a culturally responsive pedagogy (further explored in this publication).
We acknowledge that shifting towards a critical, diverse and inclusive national curriculum
that recognises the current and historical multicultural landscape of Britain is decades overdue. The report of the Stephen Lawrence Inquiry by Sir William Macpherson (1999) recommended “that consideration be given to amendment of the national curriculum aimed at valuing cultural diversity and preventing racism, in order better to reflect the needs of a diverse society” (p 382).
Since then, numerous, Black-led coalitions and grassroots organisations have campaigned for an anti-racist, decolonised national curriculum. Many academics and teaching practitioners, school leaders, publishers and community organisations have created innovative, anti- racist teaching materials, some of which are detailed in this publication. Many more, including young people themselves, have begun to transform their own curriculum and pedagogy.
In the union’s evidence to the review, we have detailed exemplars of the many successful initiatives and pilots which exist across the nation. We’ve drawn on the highly relevant steps by the Scottish and Welsh governments in collaboration with practitioners and experts to mandate diverse, anti-racist curricula and teacher training nationwide.
Given the rising global threat of intolerance and racism, and the prevalence of misinformation and lack of criticality, there is no more urgent
a time than now to better educate our nation
on our shared island story of colonialism and migration. This has resulted in the richly diverse tapestry of Britons and Britishness that built our thriving nation. But how do we disrupt decades of a narrow, Eurocentric perspective?
This publication features a collection of leading Black practitioners, researchers and grassroots organisations posing a range of perspectives.
It offers a theoretical grounding in decoloniality, critical and culturally responsive pedagogy, and anti-racist practice.
Now is the time to empower leaders and teachers to fully respond to the needs and rights of our increasingly diverse student population.
Now is the time to equip our young people with critical thinking skills and a more accurate, honest understanding of Britain’s story to help them thrive and feel a real sense of belonging.
Now is the time to reform the national curriculum to ensure all learners are included, engaged and given a deep love of learning, pride and possibility.
Daniel Kebede
General secretary, National Education Union
Note: The NEU uses Black in a political context to encompass all members who self-identify as Black, Asian and any other minority ethnic groups who do not identify themselves as white.
Contents
Theoretical perspectives
‘The big ask’: can teachers decolonise the curriculum? Professor Heidi Safia Mirza
Anti-racist practice: a lens, not an activity. Professor Vini Lander & Dr Penny Rabiger
Cultural diversity in the national curriculum to prevent racism. Dr Marlon Moncrieffe
Developing a culturally responsive pedagogy: making the national 10 curriculum more inclusive and relevant to pupils’ lives and identities. Dr Aminul Hoque
Practitioner examples
Creating a global citizenship curriculum. Frances Akinde
Our migration story: re-making British histories Professor Claire Alexander and Dr Sundeep Lidher
Lit in colour: a perspective. Dr Zaahida Nabagereka
Anti-racism education PSHE/RSHE lesson sequence for key stages 1-4. Katie Bayley
Global Black narratives for the classroom. BLAM UK (Black learning achievement and mental health)
Wider Context
Confronting the crisis of racism in UK schools: a call for comprehensive reform. Aisha Sanusi, African Caribbean Education Network
