Talking (finally) about race (pt.2)

First steps are the most difficult, like pushing down a tall fence and scanning a landscape you were unaware of previously. In beginning to understand the various complexities of race, bias, prejudice, intersectionality and white supremacy I've realised that there is so much more to explore. So much learning and unlearning yet to do, and for various reasons I've sat on this for a while but never questioned the fact that it needs doing.

Today I sent an email to my daughters' headteacher, in a 100% white staffed primary school. All previous interactions have always been positive, and I hope this doesn't skew this! Within the email was a list of suggested points of action in tackling racism and prejudice (see below). I'm going to schedule a follow up meeting with the head to discuss this and also plan to present this to the school governors.

Coincidentally, OFSTED have issued a new framework for schools to be implemented in September. This means they will be particularly focused on the 'intent, implementation and impact of the curriculum'. The school has asked parents and carers to give feedback on what this could include. This is the perfect opportunity to question and suggest ways schools can do better in a currently constricted curriculum.

Huge thanks to Equaliteach for advice when I was really struggling to know what to do. Most of the suggestions were a result of this communication. Also to The Conscious Kid (Instagram, and website) for their incredible work in this field. Both are fantastic resources if you want to learn more.

I hope that you can share this, and contact your own local schools in ways that they need to be doing more to educate children about the very real impact of race and prejudice in society. Comments and suggestions are very welcome.

Confronting Racism and Prejudice in Schools: 

Suggested points of action for all educators, where the key is to be proactive, not reactive:

1. Understanding the terminologies around race, bias, racism, intersectionality and racial inequity. Educators should be able to explain patterns of racism to another adult, otherwise they will not be able to explain to a 6 year old in an age-appropriate manner.

2. Review the current school equality policy. Is this sufficient in how prejudice-related incidents are identified, assessed, recorded and dealt with?

3. Speak with the parents/carers of any children involved in prejudice-related incidents – investigate where these ideas have come from, provide them with books and resources that they can use at home to allow them to become more familiar with diversity and understand how it can be hurtful to treat other people differently because of their skin colour or other aspect of their identity. 

4. Investigate if these attitudes are held more widely in the class/school to identify how much of an issue it is and formulate a response accordingly. This can be done through class conversations/activities or surveys/questionnaires. Children as young as 3 are aware and begin to exhibit racial bias.

5. Ensure that children know who to talk to/how they can let the school know if there is an incident. Children must always feel validated and be approached with sensitivity.

 6. Investigate the resources available to the young people. Books/posters/dressing up/jigsaws/skin tone crayons etc. Are there diverse people and cultures represented? If these resources are available are they often used, or just left on the shelves? 

7. Use diverse stories and examples in all areas of the curriculum, not just when there is a particular problem, or you want to discuss issues of identity or racism.

8. Talk about racism and prejudices. Create safe spaces to allow children the opportunity to discuss similarities and differences between people: skin colours, hair textures, facial features, temperaments and abilities, family structures and relationships. Don’t give a negative message by trying to silence children, not answering their questions properly or saying the subject isn’t something to be talked about. Silence is more destructive to all children.

 9. Invite parents/carers to consult on resources/conduct a diversity walk around the school and identify issues.

 10. Invite parents and carers and young people to share things from home to facilitate children’s learning about each other (must be done in a multidimensional manner to avoid furthering stereotypes) E.g. parents/carers can come and read stories in home languages alongside the teacher who is reading it in English, share food and dress, information about festivals and religions.

11. Make the effort to learn to pronounce the names of your students as it is pronounced at home. Children with non-English names are already under-represented, and by dismissing the value of the child's name it may increase negative feelings.

** This could not have been produced without Equaliteach, an organisation which runs workshops for staff, governors and children. They offer consultation to schools as well as an Equalities Award scheme, which provides a framework for embedding equality throughout the school. For more information and contact details their website is: https://www.equaliteach.co.uk. A range of free resources are available on their website.

Further resources for schools/teachers:
British Red Cross ‘Newsthink’
Show Racism the Red Card’s Anti-Racism Educational Resource
Amnesty International
www.parliament.uk/education
Institute of Physics: www.iop.org/education
Stonewall https://www.stonewall.org.uk
ParentZone: www.parentzone.org.uk
Educate against Hate: www.educateagainsthate.com
PSHE Association: www.pshe-association.org.uk