- It is complex.
- Who owns the voice?
- Chiltern using their platform and their network.
- Modelling how to take responsibility and bring positive change.
- Black lives matter.
- We need to focus on Black lives mattering.
- We need to be comfortable having uncomfortable conversations.
- Representation of the collective experience by the individual.
- 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.
- Giving voice and being seen.
- Reviewing labels – what does it mean to be ‘black’?
- Alison Kriel
- Allana Gay
- Amjad Ali
- Ann Palmer
- Arv Kaushal
- Carl Belle
- Diana Osagie
- Gywneth Gibson
- Hannah Tyreman
- Lavinya Stennett
- Narayan Deb
- Penny Rabiger
- Pran Patel
- Raza Ali
- Rehana Faisal
- Sarah Owen
- Sheila Thompson
- Sid Sloane
- Stephen Chamberlain
- Sufian Sadiq
- Cultural capital
- Social constructs
- History of identity
- History of oppression
- The Black Curriculum
- The Centre for Primary Literacy
- The History Association
- The Runnymede Trust
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?
- It is a white man’s world.
- Systemic racism.
- ITE reform
- Curriculum reform
- Recruitment reform
- Leadership reform
- Governance reform
- System wide approach
- 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?
- 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?
- Cross-party strategy
- Cross-system strategy
- Accountability, Monitoring and Impact
- A long term vision that needs to be turned into action.
- A collective responsibility and a shared approach.