BLM: Anti-racism a whole school approach

The Issue:

  • It is complex.
  • Who owns the voice?

The Conversation:

  • Chiltern using their platform and their network.
  • Modelling how to take responsibility and bring positive change.

The Value:

  • Black lives matter.
  • We need to focus on Black lives mattering.

The Context:

  • We need to be comfortable having uncomfortable conversations.
  • Representation of the collective experience by the individual.

The Curriculum:

  • We are disenfranchising our society by not teaching our full history.
  • CCT: Learn, Reflect and Act.
  • Narratives and Contexts – review the Canon and Dominant Perspectives.
  • Review what is taught, who is taught and how it is taught.
  • Review the library: diversity of texts and representation.

The Actions:

  • Giving voice and being seen.
  • Reviewing labels – what does it mean to be ‘black’?

The Speakers:

 

 

BLM 1

BLM 2

The Language:

  • BAME
  • Cultural capital
  • Social constructs
  • History of identity
  • History of oppression

The Resources:

The Questions:

Uncomfortable questions for difficult conversations  about complex ideas for white leaders:

  • Am I comfortable with the lack of representation in my staff, in my governance?
  • Am I comfortable with white curriculum we teach?
  • Why do we group all black people into one group?
  • Why am I not aware of the black history of the children I teach and the staff I lead?
  • Why have I not talent-spotted and invested in black staff?
  • Why do we redirect all civil rights models to the US?
  • Why do we think that this is a US issue and not a UK issue?
  • Why are we hiding our history?
  • Am I comfortable in oppressing some of my community?

The Reality:

  • It is a white man’s world.
  • Systemic racism.

The Research:

The Challenge:

  • ITE reform
  • Curriculum reform
  • Recruitment reform
  • Leadership reform
  • Governance reform

The Change:

  • Schools
  • Society
  • System wide approach

The Reflection:

  • Are we listening to understand?
  • How do we get kids to see and talk about race and racism?
  • How do we train our teachers to see and talk about race and racism?
  • Who will do this work? How equipped are they?

The Thinking:

  • What does it mean to be an anti-racist?
  • What does an anti-racist curriculum look like?
  • Why do we not see racism through the lens of safeguarding?

The Commitment:

  • Cross-party strategy
  • Cross-system strategy
  • Accountability, Monitoring  and Impact

The Journey:

  • A long term vision that needs to be turned into action.
  • A collective responsibility and a shared approach.

Published by Ethical Leader

Leadership Development Consultant, Facilitator, Coach, Speaker and Writer. Experience of teaching schools, initial teacher education, mentoring & coaching, diversity and equality. Passionate about integrity, ethics and values.

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