I’m delighted to share my first published article in Chartered College of Teaching's Impact journal titled 'The world can only be as equal as the knowledge that it is built upon': Towards a curriculum of justice. This article first considers the function of the current education system and whom it is designed for. Thereafter, it examines the value of critical pedagogy and decolonisation in curriculum design.
Please click here to read the article on the Chartered College of Teaching website.
Alternatively, you can hear me discuss my article on the From Page to Practice podcast at 36:50. Please click here.
My independent study for my master’s degree examined preservice teachers’ understandings of race and racism based on their experiences in initial teacher education. It highlighted the lack of content about race and racism within the curriculum which resulted in the continuation of white supremacy.
Alongside the anti-racist reading group I am facilitating, I have created a booklet and padlet to signpost members to resources that may support the development of their racial literacy. This materialises as an attempt to disrupt the current narratives of whiteness within education by providing you with a bank of resources to develop your racial literacy and reflect on your role in dismantling racism. These resources are some I found useful in my own learning and unlearning about race. I have organised them into various themes so it is easier to navigate and select content that is most relevant for where you are in the development of your anti-racist thinking.
As you interact with these resources, I encourage you to use the below questions to structure your thinking and ensure that you are actively engaging with the content. Explore how you respond to the different resources, particularly any discomfort that may arise, as this can offer valuable insight into how you may have internalised whiteness and what you need to do to deconstruct it. It may also be useful to keep a journal of your reflections.
What does this have to do with me?
What emotions are conjured as I read? Why might this be?
What new learning have I gained after engaging with this resource?
How does this connect with any prior learning?
What needs to shift in my worldview to consolidate this new learning?
How can I apply what I have learned moving forward?
Who can I share this with?
This has been a collaborative effort and so I would like to thank Professor Vini Lander, Dr Geeta Ludhra, Jo Byrd and Dr Bally Kaur for your guidance in producing the booklet. And of course, to all the other phenomenal scholars and thinkers that I have referenced who have been influential in developing my anti-racism. I encourage you to share these resources though I ask that you please reference correctly to ensure that credit is given to all who have contributed to its creation. I would also appreciate any suggestions, recommendations or questions you may have when accessing this booklet so please do not hesitate to contact me.
To access the resource booklet, please click here.
To access the padlet, please click here. The padlet is regularly updated.
Updated: May 24, 2022
It is clear that both within education and the wider society, political and social discussions are growing increasingly polarised. Combine this with the forever deepening pool of knowledge that young people have access to, through the news, social media and other platforms, much of which impose huge amounts of hate and misinformation, the need for children to have spaces that offer safe and open dialogue becomes critical.
I have seen campaigns to include diversity within the curriculum floating around my EduTwitter timeline more so now than ever before, with teachers discussing the benefits that come with introducing topics in the classroom such as anti-racism, LGBTQ+ rights and environmental concerns alongside many more important areas. Seeing these discussions have made me consider the gains that my own education would have had if these topics had been openly discussed and represented by my own teachers.
We should appreciate the advantages that come from having these conversations in school, both for pupils’ own development and for us all as a community. Not only do we educate our pupils to be more understanding of the foundations in which a just society can be formed, encouraging them to be more empathetic, we, ourselves, educate and grow as teachers and as members of our society.
As teachers, we have a huge responsibility in guiding pupils to become well-rounded individuals, equipping them with the skills necessary to think critically, inform their own opinions and build their own perspectives. Because of this, it is important that we welcome diversity into our classrooms, ensuring that all pupils’ voices are heard and represented in the environments that they learn in so that they are prepared for the world ahead of them.
My role in becoming an equitable educator
In my quest to be a more inclusive educator, I am learning so much about the role I can play in both empowering all pupils and becoming an ally for those who are less privileged than I am. I believe that it begins on a personal level. In order to do good in the classroom, I need to have a understanding of:
the various social and political issues that may affect pupils and their families;
the challenges that pupils and their families may face because of these issues;
the different privileges that I hold and how I can use them for good.
I have found some fantastic resources for my own learning that have really helped to shape my thinking, from writers Julia Serano, Reni Eddo-Lodge and Kalwant Bhopal, to name a few. Two crucial things to consider when looking for such resources are:
is the work credible?; and most importantly, does the work empower the voices of those who are affected by such issues?
If they can see it, they can be it
In her TED talk (below), Aisha Thomas provides some of the many reasons for why representation matters for young people through her own experiences, both within legal studies and education. Her accounts show the incredible power that representation can have. Through positive representation, individuals are given a voice and are made to feel valued. Through negative (or limited) representation, the opposite is enforced.
Likewise, this can be applied in the classroom. The early experiences and opportunities that children have influence what they imagine is possible for them. If children are able to see themselves in their curriculum, this will shape their attitudes about themselves, others and how they see and interact with the world around them.
Their education should, therefore, reflect them. There must be visible representation in the curriculum that is delivered to them. In the environment that they learn in everyday. In the resources that they access.
Useful resources
Books offer the perfect opportunity to embed diversity and inclusion into the classroom. Not only do they initiate curiosity through their ability to present topics in a safe and comprehendible way, stories can be used as a springboard into meaningful discussions that encourage pupils to explore and widen their perspectives. Below are some of favourite diverse children's literature, many of which I have used on my school placements. They represent many different topics around LGBTQ+ themes, race, mental health and more.
King and King by Stern Nijland and Linda De Haan. A tale about a prince who falls in love with another prince.
And Tango Makes Three by Justin Richardson and Peter Parnell. Based on a true story about two male penguins who create a family together.
Julián Is a Mermaid by Jessica Love. A story about a boy who wants to become a mermaid so he can take part in a mermaid parade.
Morris Micklewhite and the Tangerine Dress by Christine Baldacchino. Morris loves playing dress-up in the classroom and especially loves the tangerine dress.
Why do I feel like this? by Shinsuke Yoshitake. A book which explores where different feelings come from and different things that can be done to regulate them.
The Colour Monster by Anna Llenas. A fantastic resource that uses colours to explore the different emotions that we experience.
Ruby's Worry by Tom Percival. Ruby has a worry which keeps growing bigger and bigger until one day, she finds a solution. If she talks about her worry, it begins to shrink.
Mirror by Jeannie Baker. A story which depicts the day in the life of two different families, one in Australia and another in Morocco.
Lailah’s lunchbox by Reem Faruqi. A story which follows a young girl who is worried to share that she will be fasting for Ramadan until her school librarian encourages her to take pride in her Muslim identity.
Black Women in Science by Kimberly Brown Pellum. A book depicting many influential and important black women in science.
Muslim Girls Rise by Saira Mir. A book detailing the lives of different Muslim women who made their voices heard.
The Boy at the Back of the Class by Onjali Q. Raúf. A story which explores the refugee crisis from a child’s perspective.
The Black Book of Colours by Menena Cottin. This book uses black and white colours to represent what it may be like to see without eyes.
I Am Not a Label by Cerrie Burnell. A book highlighting the stories of important and influential people throughout history to present day who have lived with a disability.
Diversity within the school is so necessary and so rewarding. The recent documentary on Channel 4, The School That Tried to End Racism, shows just how powerful this learning can be and how much of an impact open discussions can make in helping children to navigate and understand the world around them. Because of this, I believe that diversifying the curriculum to accurately represent and value the pupils of this generation should be a priority for all educators.