Racism is a Safeguarding Issue: Education as a Safe Haven
Written by Chloe Watterston
Chloe is an educator, athlete, and advocate for inclusive, curiosity-driven learning, dedicated to creating spaces where every young person feels safe, valued, and empowered. Her work across mainstream and SEND education, community projects, and curriculum reform is driven by a passion for amplifying marginalised voices and breaking down barriers to learning.
Schools often pride themselves on being safe spaces, yet for many students, they are anything but. Racism in education is not simply a matter of representation or curriculum – it is a safeguarding issue. Children are being radicalised online, marginalised in classrooms, and silenced when they try to speak out. Ignoring racism doesn’t protect students; it perpetuates harm.
When we talk about safeguarding, we picture child protection protocols, online safety lessons, and anti-bullying strategies. But racism is rarely given the same urgency, often treated as a ‘behavioural’ problem rather than a threat to wellbeing. This omission has consequences. Experiencing racism is traumatic: it damages mental health, erodes self-worth, and disrupts learning. And when schools fail to act, they can become complicit in further harm.
We should be challenged to confront that denial and reframe anti-racism as a fundamental safeguarding duty. Decolonising the curriculum isn’t about adding diverse content – it’s about telling the truth: truth about the roots of white supremacy, about global histories and contributions, and about the systemic barriers that harm marginalised children daily.
When schools silence conversations or refuse to acknowledge racism, they create unsafe spaces. Anti-racist practice must become part of safeguarding training, staff culture, and classroom discussions. Students should never feel their identity is ‘too political’ to discuss or their experiences are ignored.
The Scale of the Problem
The numbers are stark:
- In 2019, the NSPCC reported that incidents of racial abuse and racist bullying of children had risen by a fifth within four years.
- In 2021, the Guardian reported that UK schools recorded 60,177 racist incidents in a five-year period (Anti-bullying Alliance)
- A 2020 World Economic Forum report found 95% of young Black British people have witnessed racist language in education. (Forum)
- According to the Department for Education, Black Caribbean pupils are up to three times more likely to be excluded than their white peers (gov.uk).
Yet, many schools still treat racist incidents as isolated behaviour problems rather than safeguarding red flags.
Why Racism is a Safeguarding Concern
- Radicalisation Risk: Extremism targets isolated, angry, or vulnerable children, grooming them with online narratives that can spread through classrooms.
- Chronic Trauma: Racism’s impact isn’t a one-off bruise – it creates long-term psychological harm, raising rates of anxiety, depression, and physical health issues.
- Unsafe Environments: When students see racism dismissed or ignored, they stop reporting it. Silence doesn’t mean equality; it signals danger.
A child who doesn’t feel safe being themselves is not safeguarded. Schools must explicitly name racism in safeguarding policies and act with urgency.
Moving Beyond Performative Action
Assemblies and diversity displays are not enough. Anti-racist practice must be embedded into school culture. Senior leaders should model vulnerability, showing staff and students that it’s okay to feel uncomfortable when confronting prejudice. Teachers must be empowered to respond to racism confidently, while safeguarding teams must be trained to treat racist abuse with the same seriousness as other forms of harm.
Practical Steps for Schools & Teachers
- Embed Anti-Racism in Safeguarding Training
- Include racist bullying, harassment, and microaggressions in safeguarding protocols.
- Train staff on how to document, escalate, and resolve cases effectively.
- Create Anonymous Reporting Channels
- Allow students to report racism through secure, anonymous forms or ‘trusted adult’ programs.
- Ensure reporting leads to visible action to build trust.
- Audit School Culture and Discipline
- Analyse sanctions, exclusions, and behaviour logs for racial bias.
- Survey students on whether they feel safe and valued.
- Actively Celebrate Identity
- Representation shouldn’t be tokenistic or restricted to a single month. Displays, assemblies, and lessons should celebrate diversity all year round.
- Partner with Communities
- Collaborate with local advocacy groups, parents, and faith leaders to create a united, culturally competent safeguarding network.
Long-Term Steps to Discuss and Implement
- Mandatory Racial Literacy and Trauma-Informed Training
- Establish ongoing professional development for all staff, governors, and leadership teams.
- Include practical anti-bias strategies, restorative approaches, and equity-based leadership skills.
- Curriculum Reform and Decolonisation
- Conduct curriculum audits to identify gaps, Eurocentric bias, and opportunities to embed global histories and diverse voices across all subjects.
- Create working groups that include teachers, students, and parents to co-develop inclusive resources.
- Embed Equity into School Policies
- Ensure behaviour, uniform, and attendance policies are reviewed annually for cultural bias.
- Introduce an anti-racism charter, making equity a measurable school-wide goal.
- Equitable Recruitment and Retention
- Develop strategies to hire and support staff from marginalised backgrounds.
- Introduce mentorship programs and leadership pipelines to diversify senior leadership teams.
- Student Voice and Leadership Structures
- Formalise pupil-led diversity and equity councils with genuine decision-making power.
- Include students in policy discussions, curriculum planning, and cultural initiatives.
- Partnerships with Universities and Cultural Organisations
- Collaborate with museums, archives, and community-led organisations to integrate local and hidden histories into learning.
- Use these partnerships to expand professional development opportunities for staff.
- Data-Driven Accountability
- Track racial disparities in exclusions, attainment, and access to enrichment opportunities.
- Publish anonymised annual reports to maintain transparency and measure progress.
- Wellbeing Infrastructure
- Create a system of proactive pastoral care to address the emotional toll of racism on students and staff.
- Offer external counselling, mentoring, and safe spaces for reflection and healing.
Authors, Poets & Works to Teach
Bringing diverse voices into the curriculum is a powerful anti-racist action. Consider introducing:
- Akala – Natives: Race and Class in the Ruins of Empire (critical nonfiction for older students).
- Kayo Chingonyi – Kumukanda, a tender and nostalgic collection exploring Black identity, masculinity, and heritage.
- Malorie Blackman – Noughts & Crosses series, a compelling exploration of racism and justice.
- Claudia Rankine – Citizen, poetry that captures microaggressions and systemic inequality.
- Dean Atta – The Black Flamingo, a verse novel celebrating identity and self-expression.
- Benjamin Zephaniah – Poems such as The British, exploring multiculturalism and belonging.
- Patrice Lawrence – Orangeboy, a gripping novel about youth identity, loyalty, and race in the UK.
Did You Know?
Britain’s multicultural history long predates Windrush:
- John Blanke: A Black trumpeter in Henry VIII’s court, documented in royal artwork and paid a musician’s wage in the 1500s.
- Mary Prince: The first Black woman to publish an autobiography in Britain (1831), a pivotal voice in the abolition movement.
- Walter Tull: One of Britain’s first Black professional footballers and the first Black officer to lead white troops in WWI.
These stories remind us that diversity isn’t new – it is woven into Britain’s history.
Call for Support
Safeguarding means every child feels safe to exist as themselves. Parents, governors, and communities need to be part of this conversation. Anti-racism is not a ‘school initiative’; it goes beyond the gates. Schools should partner with grassroots organisations, listen to marginalised voices, and build trust that extends into families and local communities.
The stakes are too high to ignore. Racism must be treated with the same gravity as abuse or neglect, because its effects can be just as devastating. Schools are in a unique position to interrupt these cycles by becoming proactive, empathetic, and brave. Yet, policymakers must back this with funding, training, and clear frameworks, but every teacher already has the power to make a difference:
- Believe students when they share their experiences.
- Advocate for systemic change.
- Build safe, inclusive spaces where every voice is valued.
Schools are uniquely placed to break cycles of harm, disrupt extremism, and model empathy for the next generation.
A motto to guide your practice after this reading: Safety is not silence; true safeguarding starts with uncomfortable truth.
Belonging in the Classroom: responding to a divided world
Written by Zahara Chowdhury
Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.
It’s a Sunday morning—my favourite time of the week. Coffee in hand (with collagen and creatine, of course), I wander around the house while the kids are already asking for ice cream, Lego time, and the TV (yes, it’s only 8am). Usually, this part of the day comes with a little doom-scrolling, some memes, and a few oddly satisfying cleaning videos. But today feels different.
As I scroll, I’m pulled into two completely different worlds. On Instagram, images from Tommy Robinson’s Unite The Nation march flood my feed. The night before, I found myself double-checking the doors and windows—just in case. On LinkedIn, meanwhile, notifications are pinging from the brilliant Anti-Racism Conference, hosted by The Black Curriculum and Belonging Effect. Two events. Same time. Same city. Entirely different realities.
It’s hard to put into words what many of us—especially those who are ‘othered’—are carrying right now. When I speak to friends and colleagues, the feelings range from sadness and fear to resilience, resistance, and even indifference. For me, the world feels both tragic and surreal. I’m tired and frustrated. But I’m also hopeful.
One book that always grounds me is The Courage of Compassion by Robin Steinberg. It reminds us that courage means listening deeply, even to those who are different from us—or against us—and meeting that difference with compassion.
And yet, there’s an uncomfortable truth here. Too often, minoritised communities are expected to model empathy and moral “goodness,” as if our belonging depends on it. That expectation is unfair. Still, when I think about it, many of us would still choose courage, compassion, and calm clarity—because that’s who we are.
Yesterday’s conference reaffirmed why education matters so much in moments like this. Now more than ever, educators, schools, and communities need to unite and connect. This isn’t just about curriculum—it’s about safeguarding, wellbeing, and ensuring every student feels safe, included, and able to thrive.
How Schools Can Respond
Address the elephant in the room.
Some students and staff will feel anxious or upset about the march. Others may feel proud. Many won’t have noticed at all. But silence sends the wrong message. Even if only a few people are directly affected, everyone benefits when schools acknowledge what’s happening.
David Hermitt, former MAT CEO, once told me: teachers, at their core, want to do the right thing. They care about their students and about society. That care means opening the conversation.
You might:
- Share a short message with tutors, acknowledging the march and reiterating your school values—respect, inclusion, safety.
- Create space for discussion, whether through tutor time or optional drop-in sessions.
- Adapt to your context—no one knows your students better than you.
Keep parents in the loop
A simple message goes a long way. Reassure families that student safety remains your priority. Remind them of your school values. Invite them to share concerns—listening to parental voice is valuable, even if it feels daunting.
Harness parental representation
Cultural representation in schools makes a lasting difference. Pamela Aculey-Kosminsky recalls her mum coming into school in traditional Ghanaian dress, sharing food and heritage. My own mum did the same, later becoming a governor. These grassroots connections build community in powerful ways.
Connect with community leaders
Reach out to local faith leaders, organisers, and community champions. They can humanise difficult issues, counter misinformation, and build bridges between groups.
Invest in staff confidence
Staff need space to prepare for conversations around race, politics, and inclusion. It’s not always easy to make room for CPD, but it pays off in the long run—both for teachers and students.
Finding Hope in Difficult Times
The world feels overwhelming: the Unite The Nation march, the ongoing genocide in Gaza, violence in Sudan and Congo, the murder of Charlie Kirk, the sexual assault and attack on a Sikh woman told she “does not belong,” ICE raids, the memory of George Floyd and Sarah Everard. It feels dystopian.
But maybe hope isn’t naïve. On a global scale, things feel broken. But on a local scale, in our schools and communities, we still have power. We can create safe, compassionate spaces, even when the world feels anything but.
If you’re wondering where to start, here are a few resources that can help:
- https://amzn.eu/d/2Y6BY9e (The Diverse Curriculum)
- https://amzn.eu/d/adrYCr5 (Creating Belonging in the Classroom)
- https://amzn.eu/d/h35uFpN (what do you think?)
This is an ongoing conversation and work we need to do collaboratively. If you have any resources or best practice examples, please share them. If you have questions or need support, please reach out—we are here to support, advise, or simply to have a chat.
Fostering Hope and Resilience through Third-Wave Positive Psychology in Schools
Written by Melanie Gentles
Melanie Gentles is a Positive Psychology Practitioner and School Leader with a Master’s degree in Applied Positive Psychology from Buckinghamshire New University, UK. Her work bridges research and practice, focusing on how psychological resources such as hope can foster resilience, wellbeing and personal growth—particularly within Black communities and culturally diverse contexts.
As a co-author of the recent study Exploring the Experiences of Hope among Young Black British Female Adult Racial Justice Activists, published in the European Journal of Applied Positive Psychology, I’m deeply passionate about how our findings can illuminate the path forward for educational spaces. Our research explores hope not as a vague ideal, but as a powerful mechanism for recovery, action and growth. It captures the emotional complexity of activism and the vital role education plays in nurturing and sustaining hope.
This work resonates strongly with the principles of Third-Wave Positive Psychology (TWPP), which brings a more holistic, socially aware perspective to understanding human wellbeing. In this framework, schools are not just places of academic instruction but can become incubators of resilience, justice and community. They can offer students the tools to navigate the realities of racial discrimination with strength and purpose.
Looking Beyond the Individual to Understand Hope
Our study centered on the lived experiences of young Black British female racial justice activists and reflects the core values of TWPP. Unlike earlier approaches in positive psychology that often emphasised individual traits or isolated wellbeing, this third wave emphasises complexity. It recognises that wellbeing exists within cultural contexts, social systems and historical structures.
The hope we examined in our research did not emerge in spite of adversity, nor was it separate from feelings of pain, anger or exhaustion. Instead, it existed alongside them. These activists demonstrated a hope that was deeply rooted in a collective struggle. It was practical, forward-looking and responsive to the realities of racial injustice. Rather than denying hardship, it acknowledged it and used it as fuel for action.
This orientation toward action is a hallmark of TWPP. It moves beyond personal optimism to ask how individuals and communities can create meaningful change. In this way, our findings challenge schools to see hope not as a soft or sentimental emotion, but as a powerful, transformative force—especially for students facing systemic adversity.
Supporting Students Through a TWPP-Informed Lens
The implications of this work for schools are profound. When educators understand hope through the TWPP perspective, they gain new tools for supporting pupils who are grappling with the effects of racial discrimination. This begins with the recognition that healing and empowerment are inseparable from justice and agency.
Creating Space for Real Emotions
Students need to feel that their experiences are seen and taken seriously. TWPP urges us to validate young people’s emotional responses to discrimination. This includes acknowledging anger, grief and frustration, as well as celebrating their strength and defiance. By offering safe, respectful spaces for students to express themselves, schools help lay the groundwork for hope to take root.
Empowering Students to Act
Hope is more than a feeling—it’s a belief that change is possible and that one has the tools to pursue it. Schools can foster this belief by helping pupils recognise their own agency and develop strategies to navigate challenges. Some ways to do this include:
- Giving students meaningful opportunities to share their experiences and advocate for change within the school
- Teaching practical problem-solving and self-advocacy skills, including how to report discrimination and seek support
- Introducing students to role models—past and present—who have confronted injustice and inspired progress
Supporting Growth After Trauma
Our study also showed that hope can be a pathway to resilience and post-traumatic growth. For students who have experienced racism, recovery is not about erasing the trauma but about transforming it. Schools can play a vital role in this process by offering support that is both culturally aware and trauma informed. This includes mental health resources, mentorship and community connections that affirm students’ identities and experiences.
Reimagining Education as a Catalyst for Hope
Education, when approached intentionally, can be a powerful vehicle for hope. This means going beyond curriculum reform and embedding justice, dignity and belonging into the entire educational environment.
Developing Anti-Racist Curricula
Schools must commit to challenging dominant narratives and offering diverse, inclusive content. This helps students make sense of systemic injustice and strengthens their understanding of the broader world. An anti-racist curriculum celebrates marginalised voices and equips students with critical tools for analysis and empathy.
Building Advocacy Skills
Equipping pupils with the skills to advocate for themselves and their communities reinforces their sense of agency. This includes communication, critical thinking, civic engagement and organising skills. These are not extracurricular—they are essential for meaningful citizenship and long-term wellbeing.
Fostering a Sense of Belonging
Perhaps most crucially, schools must create environments where all students feel seen, valued and safe. Belonging is not a luxury; it is foundational for learning and thriving. When students know they matter, they are more likely to believe in their future and to act with purpose and confidence.
Hope as a Pathway to Justice and Flourishing
Through the lens of Third-Wave Positive Psychology, hope emerges as a deeply grounded and pragmatic force. It helps students navigate real challenges—not by ignoring injustice but by actively responding to it. Our study highlights how hope can support pupils in reclaiming power, building community and imagining new possibilities, even in the face of adversity.
In today’s schools, cultivating hope is not optional. It is a necessary part of helping all young people—especially those confronting systemic racism—find their voice, resilience and capacity for change.
Reference
Gentles, M. J., & Sims, C. (2025). Exploring the Experiences of Hope among Young Black British Female Adult Racial Justice Activists. European Journal of Applied Positive Psychology, 9(4).
BLAM UK BOOK: Global Black Narratives for the classroom: Vol 1 & 2
Written by Bettina Ogbomoide
Project Coordinator at BLAM UK (Black Learning Achievement and Mental Health UK). Passionate about Black studies, and dedicated to educating and exploring the cultures and histories of the African diaspora.
Too often, Black history is limited to the margins of the school calendar, and only acknowledged during Black History Month, which also normally tends to focus on specific narratives i.e. the transatlantic slave trade or the civil rights movement in America. This approach not only restricts the richness and diversity of Black experience, often excluding Black Britain altogether, but also squanders the opportunity to engage students with a fuller, more accurate version of global and British history.
At BLAM UK, we believe that Black history is not an add-on, but rather it is an integral part of understanding the world we live in. This is why we developed Global Black Narratives for the Classroom, a two-volume educational resource designed to facilitate primary school teachers to embed Black history, including British and global narratives throughout the academic year. Rooted in England’s National Curriculum, the books aim to save teacher’s time, boost their confidence and subject knowledge, and make it easy to teach global Black histories in a way that is accessible and inclusive.
Volume 1: Black Britain and Europe
The first volume focuses on the histories of Black communities in Britain and across Europe. It offers creative lesson plans for themes ranging from early Black presence in Tudor England to 20th-century activism and cultural movements. By highlighting figures such as Claudia Jones, Olive Morris, and Josephine Baker, the book challenges educators to expand their understanding of British and European history beyond narrow Eurocentric, male-domoinated, traditional narratives.
Volume 2: Africa, the Americas, and the Caribbean
The second volume provides a broader global context. It provides a deep dive into African histories before colonialism, the cultural traditions of the Caribbean, and the layered experiences of Afro-descendant communities across the Americas. Through guided activities and thought-provoking content, students are encouraged to explore the global interconnectedness of Black narratives and resistance.
Both volumes are filled with practical tools which include lesson plans, engaging worksheets and creative activities, making it easier for teachers to deliver high-quality lessons with confidence and cultural sensitivity.
At its core, Global Black Narratives for the Classroom equips educators with the toolkit they need to centre Black perspectives in the curriculum, not just occasionally or tokenistically, but consistently and meaningfully. By doing so, we not only enhance the learning experience for all students, but we also create a more inclusive and culturally relevant and responsive educational environment.
Teachers who are seeking to counter the narrow, divisive rhetoric we are seeing increase, or are committed to anti-racist pedagogy will find in these books an invitation for reflection and the opportunity to increase your subject knowledge. All whilst encouraging critical thinking, and opening up space for alternative perspectives and more diverse stories to be told in the classroom.
You can purchase Global Black Narratives Volumes 1 & 2 from independent, Black-owned bookstores Book Love and Afrori Books, as well as Amazon, and Routledge.
Please see the links below to purchase:
Book Love (Black-owned anti-racist bookseller)
Vol 1: Global Black Narratives for the Classroom Africa, the Americas and the Caribbean
Vol 2: Global Black Narratives for the Classroom: Britain and Europe
Afrori Books (Black-owned independent book shop)
Brighthelm Church & Community Centre, Brighton and Hove, Brighton BN1 1YD
Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe –
Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean
Routledge
Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe
Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean
Amazon
Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe
Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean
Order our book and spread the word!
BLAM UK is here to transform the way we think about Black narratives, one classroom at a time!
“When they try to deny us, resist with Shades of Bias!”
Written by Wayne Reid
Professional Officer & Social Worker
In recent years, the social work profession has made declarations of support for anti-discriminatory, anti-oppressive and anti-racist practice. However, circular conversations, intensive dialogue, never-ending searches for ‘evidence’ and performative actions ensure that a critical gap persists: a lack of tangible reforms and person-centred support in real-world professional settings. This is the void in which Shades of Bias was conceived – to help move us beyond repetitive rhetoric and towards meaningful action.
In a profession built on values and ethics, social workers often find themselves navigating the culture war minefields of bias – sometimes as victims/survivors, sometimes as observers/witnesses and sometimes (albeit unintentionally), as perpetrators or people responsible. Shades of Bias emerges not as a blunt instrument of blame or guilt, but as a structured, compassionate and forward-thinking innovation for critical thinking and scalable change.
What is Shades of Bias?
Shades of Bias is a pioneering and universal case study framework designed to enable critical reflection on how discrimination, oppression and racism manifests in social work and beyond. It is a simple process for documenting, analysing and addressing instances of bias, whether it is experienced directly, observed/witnessed or perpetrated (by the person/people responsible). Shades of Bias can be used by:
- Victims/survivors of discrimination, to articulate their experiences in a therapeutic and structured way
- Witnesses and observers, to reflect on incidents of bias they encounter and contribute to ethical practice
- Those responsible for bias, to engage in non-punitive reflection, learning, and personal growth
The framework has 3 pathways and one vision. It embraces intersectionality and is underpinned by the protected characteristics in the Equality Act 2010. Based on anti-discriminatory, anti-oppressive and anti-racist values and ethics, Shades of Bias helps to create a culture of accountability, inclusion, self-expression and systemic change.
Whether you are a victim/survivor, witness/observer, or person responsible for bias, Shades of Bias provides a psychologically safe structure to:
- Reveal the event or issue
- Reflect on its dynamics and impact
- Repair through learning, growth and accountability
A philosophical framework for reflection
At its core, Shades of Bias is a conscious rejection of ‘tick-box EDI’ and a bold call for social work to live up to its ethical mandate. It is grounded in anti-discriminatory, anti-oppressive and anti-racist values. However, it reaches beyond these to promote dignified empowerment and restorative learning. Shades of Bias is intentionally non-punitive – designed not to shame, but to enable growth, positive change and cultural competence. It recognises that progress depends not just on systems changing, but on individuals reflecting, learning and being brave enough to do better.
Shades of Bias is an adaptable, expansive and multidimensional framework for healing, self-examination and transformation across policy, practice and education. It provides:
- A safe space to document injustices and validate lived experiences
- A professional development tool that promotes ethical decision-making and inclusive practice
- A resource for institutions to use anonymised case studies to promote collective learning and inform organisational change
It is intended for Shades of Bias to become the standardised framework for documenting discrimination and exposing harmful systemic patterns that are often ignored.
Shades of Bias has the following self-explanatory sections:
- Case study title
- Background and context
- Nature of the incident
- How was the situation handled?
- Reflection and learning
- Reflection and learning (for the person/people responsible for bias)
Shades of Bias is available in multiple formats – PDF, Word, and as an online Microsoft Form – and is supported by detailed guidance.
Shades of Bias does not aim to replace regulation or formal policies/procedures – it offers an accessible middle space between silence and escalation. Its aim is to document harm, cultivate learning and disrupt harmful patterns – especially when more formal channels may be unresponsive.
Unlike many reports that merely outline problems or recommend solutions that are not implemented, Shades of Bias is a universal template developed by BASW England members and staff to document, analyse and support people in real-world scenarios.
Origins rooted in lived reality
Shades of Bias was co-developed and co-produced in response to a groundswell of concerns from Black and Global Majority BASW England members. It is the culmination of collective contributions from frontline practitioners and thought leaders from the Black and Ethnic Minority Professionals Symposium (BPS), Professional Capabilities and Development (PC & D) group, Anti Racist Movement (A.R.M), School of Shabs, BASW England and myself. The concerns raised include:
- Students facing racism during placements and academic experiences
- Practice educators encountering bias in assessment and supervisory contexts
- Newly Qualified Social Workers (NQSWs) struggling against institutional racism in recruitment, progression, and workplace culture
These concerns were escalated through BASW (British Association of Social Workers) and representations made to key stakeholders and partners, highlighting systemic racism in social work education, early career pathways and relevant regulatory frameworks.
Shades of Bias’s launch is timely. Its development coincided with the publication of The Child Safeguarding Review Panel “It’s Silent”: Race, racism and safeguarding children report, which highlighted a lack of accountability in addressing racism in safeguarding practices.
Importantly, Shades of Bias is informed by BASW’s Code of Ethics; Professional Capabilities Framework (PCF); the Local Government Association’s Standards for employers of social workers in England; Social Work England’s professional standards and the Social Care Workforce Race and Equality Standards (SC WRES). Also, it is a logical progression from the BASW England ‘Anti-racism in Social Work’ activities across the UK (between 27/05/20 – 26/09/21) report.
Shantel Thomas, founder of the award winning Anti-Racist Movement (A.R.M.), BPS member and key partner said: “Shades of Bias is more than a tool – it’s a bold declaration that lived experience matters, and that reflection is the first step towards action. As the A.R.M. collective, we are proud to stand behind this transformative framework, which empowers practitioners not only to reveal and reflect on harm, but to repair and rebuild with integrity. This is how we dismantle racism – from the inside out.”
Shabnam Ahmed MBE, founder of School of Shabs, BPS member and key partner said: “Shades of Bias is a transformative tool, powerful for both deep reflection and bold action. It empowers self-agency by giving voice to silenced experiences and challenging the minimisation of racism. True change demands bravery: to recognise that both courage and vulnerability can sit side by side. The discomfort is necessary for accountability. When we face these truths together, change and anti-racism becomes possible.”
More than just a template
Shades of Bias can be used to inform policy, practice and education, as follows:
- In policy, it can inform consultation responses and track systemic patterns of discrimination
- In practice, it serves as a supervision tool, a CPD mechanism and a reflective journal
- In education, it supports students and educators to explore bias meaningfully and sensitively
- It encourages multi-level perspectives and multi-disciplinary dialogue
Shades of Bias can be used:
- Individually for personal reflection, CPD or supervision
- Within teams to address group dynamics and organisational culture
- Across institutions as part of safeguarding, HR processes, whistleblowing or reflective learning
The section for people responsible for the bias supports individuals who have engaged in discriminatory, oppressive or racist actions/behaviours whether knowingly or unwittingly. It has a structured, non-punitive approach to reflection, helping individuals to take responsibility, learn and commit to anti-discriminatory, anti-oppressive and anti-racist practices.
The template encourages people responsible for bias to:
- Recognise and understand personal biases
- Acknowledge and address the harm they have caused
- Align themselves with professional ethics and regulatory expectations
- Contribute to a culture of self-honesty and transformative change
From seed to systemic
Social workers have shared the benefits of implementing and applying Shades of Bias:
- “We all have biases. It’s the human condition. Recognising them is what makes the difference.”
- “I love the guidance questions under each section because it helps me think and probe further into the situation. By the time I get to the reflection at the end, I have literally torn apart the entire situation and now, allows me to think beyond the situation. The fact that the case study is going to be used to “repair” gives me the motivation to complete this.”
- “The ideas are innovative and a pragmatic approach to seeking to achieve change. I can see how I could use it either in my role as a Practice Educator and/or when I take on Anti-Racism within the organisation. The Reveal>Reflect>Repair part is easily relatable too.”
- “I do feel it’s really positive and I could completely relate as a neuro diverse Black woman. Thank you I feel it’s a great resource and is easy to understand.”
- “I just wanted to say that Shades of Bias is a fantastic and ingenious idea! I am genuinely impressed with the depth and thoughtfulness that has gone into developing this framework.”
- “Shades of Bias is a fantastic initiative. This addresses an area often overlooked, as many instances of discrimination, particularly from managers towards social workers, result in disciplinary action but rarely focus on the underlying bias. The burden of proof unfortunately falls on the aggrieved party, who often belongs to the global majority. While this is a positive step, I still believe we need stronger action at the policy level.”
Shades of Bias helps to foster a culture of honesty, humility and hope – centred on the belief that accountability is not an accusation, but a duty of care and professionalism. It is a framework for all levels of the profession – from students and practitioners to senior leaders, from academics to policy influencers. Shades of Bias supports the profession’s evolving need for brave, psychologically safe spaces that honour complexity, intersectionality and human emotions.
What distinguishes Shades of Bias is its belief that transformation starts within. By confronting our blind spots, we move towards integrity and self-awareness. By documenting injustice, we can seed change. By embracing our discomfort, we honour the dignity of others.
Shades of Bias is not a one-off resource. It is a philosophy, a practice and a call to action. If widely adopted, it has the power to humanise systems, reimagine accountability and hardwire social justice into the fabric of social work and beyond. When bias is revealed and reflection is authentic, repair becomes possible.
“When they try to deny us, resist with Shades of Bias!”
‘One world, one race… the human race!’
Download the Shades of Bias case study template and the full suite of materials and templates today at: https://basw.co.uk/shades-bias.
Let’s talk about the criticisms of EDI work
Written by Shammi Rahman
Shammi is a Diversity and Equalities Adviser for HFL Education and a former member of the Advisory Board for the Children's Commissioner. She brings 19 years of secondary education experience, specialising in Religious Studies. Shammi has played a key role in promoting high-quality Religious Education as an Executive Leader for NATRE,working with SACRE boards and providing support for teaching Islam at GCSE and A Level. With a background in championing community cohesion and interfaith activities with young people in Milton Keynes, Shammi advocates for diverse student voices. Dedicated to enhancing race equity in education, she supports school leaders through bespoke support or training for a more inclusive educational landscape.
I’m very aware of the conversations happening across organisations amongst EDI (Equity, Diversity, and Inclusion) professionals on LinkedIn and those facing growing scrutiny. Whether from leadership, colleagues, wider society or online, there are increasingly vocal critiques about how EDI is approached and who is seen as credible in the space. Understanding these criticisms, whether we agree with them or not, helps us engage more thoughtfully and improve the impact of this vital work so we can all work together with meaning.
Here are some of the common criticisms I am seeing being expressed:
- Questioning Authenticity and Expertise – the idea that some EDI professionals are self-appointed or lack formal expertise.
- Questioning Motivations and Job Security – A belief that some professionals are driven more by job preservation or ideology than by organisational outcomes.
- Perceived Bias – Advisers seen as leaning left politically, overly virtuous, or part of ideological “echo chambers.”
- Questioning Communication Style – some feel the language can feel “othering” or overly dramatic, especially around race, and allyship.
- Questioning the Emotional Impact – seeing Distress in the workplace as real but sometimes viewed as performative or exaggerated.
- Framing – as “black-and-white thinking,” often linked (rightly or wrongly) to neurodivergent traits or rigid ideologies.
- Concerns about Social Justice Orientation – the idea that the work is politically motivated or aligned with activist agendas.
Many of these critiques misunderstand the depth and purpose of equity work, while some raise perfectly important challenges that EDI leaders should reflect on. I think a much deeper understanding is essential for anyone engaging in this space, both those who support EDI and those questioning it to move forward with greater clarity, purpose, and mutual respect.
So how do we navigate pushback? Here are my reflections:
Working in the field of Equity, Diversity, and Inclusion (EDI) and in my role, specifically focusing on race and religion, is incredibly rewarding, but it comes with its own challenges, which I personally find helpful in helping me understand better and reassess how I help people. It is particularly interesting when faced with resistance or pushback because these challenges can manifest in many forms, from scepticism about the value of the work to outright dismissal of lived experiences.
As someone who left the teaching profession because I knew, and have known, for many years education has much work to do in race equity and understanding faith communities better, I have been very grateful to have been working closely with some of the most inspiring school leaders, but I want to share some personal reflections on these challenges.
The goal isn’t to point fingers and I don’t know anyone who has that intention. My intentions are to foster understanding and open the door for more honest, respectful conversations, even if we disagree, about how we can all contribute to creating better, more inclusive workplaces. That’s the bottom line. More importantly for the benefit of doing right by the children and communities we serve and care about.
- The Struggle to be Heard: Questioning Experience and Expertise
One of the most frustrating aspects of EDI work is when your expertise or lived experience is questioned. The very people who are often asked to speak out about racism, exclusion, or marginalisation are met with scepticism about the validity of their experiences. It’s important to remember that for many of us in this space, we’re not just speaking from academic knowledge, we’re also sharing the experiences of colleagues, friends, and family members who face these challenges daily but often feel too unsafe to speak up. The real cost of these discussions is often invisible, but it is crucial to acknowledge and respect the lived experiences behind them. - The Burden of Proof: Constantly Justifying Your Claims
Another significant problem is the expectation to constantly “prove” the validity of what you’re saying. I’ve often found myself in situations where even after providing clear evidence, whether it’s research, statistics, or firsthand accounts, the response is to ask for more proof or dismiss the evidence entirely. This can be incredibly discouraging, as it implies that the experience or evidence being shared isn’t worthy of consideration. It’s essential that we move beyond the need for endless validation and start acknowledging the lived realities of those who have been marginalised. - The Dismissal of Personal Experience
Personal stories and experiences are powerful tools for change, yet they’re often dismissed as “emotional,” “biased,” or “misunderstood.” Phrases like “You would say that, wouldn’t you?” or “I think you misunderstood” can undermine the point of the conversation. We have to recognise that personal stories are not just anecdotes, they are a crucial part of understanding the broader systemic issues. When these stories are minimised or invalidated, we lose an opportunity to connect and find solutions to problems behind the issues. - Political Labels: Don’t Pigeonhole EDI Advocates
One of the challenges of working in EDI is the tendency to be pigeonholed into a political category. People often try to label EDI advocates as “left-leaning” or “activists,” which oversimplifies our perspectives. The reality is many of us don’t fit neatly into these boxes. In fact, some of us have experienced racism from self-proclaimed liberals or left-leaning individuals. EDI advocates come from diverse backgrounds and political ideologies, just as people with racist views do and it’s important to respect that there is diversity of thought amongst all groups. The work we do is not about political affiliation, it’s about creating spaces where everyone can thrive. - Race and Religion: The Topics We Often Avoid
Why have I focused on these two protected characteristics? Not only can I relate to them, I also know many real stories of discrimination that have and still prevent people from enjoying a fulfilling career or school experience. While all protected characteristics are important, there is a consistent pattern where discussions around race and religion are either avoided or deprioritised. This is often a silent issue in many workplaces where conversations about race or religion are treated as uncomfortable or taboo. This lack of focus on these critical issues only perpetuates the marginalisation of those who experience racial or religious discrimination. So that is why it’s vital that we prioritise these conversations (where it is needed) and create environments where they can happen openly and without fear of retaliation. - Allyship and Accountability: Why It Matters
The concept of allyship often makes some leaders uncomfortable because it involves acknowledging their own role in creating change and can feel threatening. But the truth is, we cannot continue to rely on ethnically minoritised individuals to bear the burden of EDI work. Leaders, especially those with power and influence, must be held accountable for creating inclusive environments. If leadership doesn’t take responsibility for EDI efforts, progress will always be limited. True allyship involves accountability, and it’s time for those in power to step up and lead effectively and that is where my energy lies and why allyship is needed. - The Impact of Racism on Well-Being: It’s Not Exaggerated
Another reality that often gets overlooked is the profound impact that discrimination can have on an individual’s health and well-being. Many people who speak out about their experiences with racism or discrimination do so at great personal risk. For some, the consequences are dire stress-related illnesses such as heart disease or high blood pressure are not uncommon. This isn’t an exaggeration. When individuals are forced to endure toxic work environments for years, it takes a toll on their mental and physical health. Recognising this harm is essential to making meaningful progress in the EDI space. - Stereotyping EDI Advocates: A Misunderstanding
A common stereotype about those working in EDI is that they are “ideologically rigid” or predominantly neurodivergent. This stereotype not only undermines the professionalism and rigour of EDI work, but it also perpetuates a harmful narrative about those who are dedicated to creating inclusive spaces. EDI work is not about rigid ideology, it’s about fostering environments that allow everyone to thrive, regardless of background. Reducing EDI practitioners to one-dimensional labels only serves to dismiss the complexity of the work and its importance. - Racism Is Political: It Doesn’t Stay Out of the Workplace
Some critics argue that EDI work is too political. But the reality is that racism and discrimination are inherently political, they are driven by policies, social norms, and cultural attitudes that affect every part of society, including the workplace. The influence of politics doesn’t stop at the doors of the office. National and local political agendas that perpetuate racism and discrimination impact everyone, including employees. It’s crucial that we understand the broader societal forces at play and work to mitigate their effects in our organisations instead of ignoring them and again, expecting racially minoritised people to take the brunt of the negativity. - Creating Space for Open Conversations
Ultimately, tension and conflict within EDI spaces often arise when open, honest conversations aren’t welcomed or facilitated. For everyone to thrive in an organisation, we need to create spaces where all voices can be heard, where differences are respected, and where leadership is willing to listen, learn, and adapt. It’s only when we build good relations with one another and trust each other that we can truly work efficiently and inclusively.
Conclusion: A Call for Action
EDI work is not easy, but it is necessary. The challenges we face in navigating resistance, misunderstanding, and pushback are real, but they shouldn’t deter us from our mission. We need to keep the conversation going, foster empathy, and encourage leadership to take responsibility. Only then can we begin to create workplaces that are truly inclusive and equitable for everyone. This is not the time to cave into push back, this is the time to embrace and push back with something better, with collective strength, kindness and sustained commitment.
Why Black History Is More Than Just a Month: Embedding Legacy, Learning and Leadership All Year Round
Written by Ellisha Soanes
Ellisha is a multi award-winning Equality, Diversity, and Inclusion Specialist. Ellisha worked as Director of Equality Diversity Inclusion for several colleges and adult education in East Anglia, and as a lecturer teaching EDI has worked in the education sector for the over 10 years, and in the health and social care/ Public Health sector for over 20 years. Ellisha works as an international consultant and collaborates with businesses and community projects to empower others and create new opportunities through leadership. Ellisha has worked closely with the Department of Education, and continues to do so on creating changes, sitting at parliamentary boards. She has been featured in global news journals as column writer and papers.
As we mark five years since the murder of George Floyd, the question many of us in education and leadership circles are still grappling with is this: how do we move from reactive to proactive when it comes to race, equity, and inclusion? How do we ensure that Black history is not confined to a single month in October, but becomes a golden thread woven through every aspect of our curriculum, policies, and culture?
The answer lies not in performative gestures, but in intentional action.
Black history is British history, world history, and human history. It doesn’t start or end with the transatlantic slave trade or the U.S. civil rights movement — though those are key chapters. But if that’s all we teach, what message does that send to our Black students and to other students and colleagues? That our legacy begins with oppression?
We must ask better questions and dig deeper. Were we not inventors, pioneers, warriors, scholars? Black Tudors existed. Black soldiers fought in both World Wars. Ancient Kemet — known today as Egypt — led the world in medicine, astronomy, and education. Our contributions span centuries and continents.
So how can educators ensure that Black history is embedded all year round, not just dusted off for October? Here are three practical steps based on my experience:
- Invest in Training and Development – Begin With Yourself
One of the most common questions I ask educators is: Were you taught Black history in school? For most, the answer is no — or if yes, only slavery and civil rights.
This is not just a gap in knowledge. It’s a gap in identity, empathy, and understanding.
You can’t teach what you don’t know. That’s why anti-racism training is vital. But it’s not enough to attend a workshop and tick a box. True transformation starts with self-reflection. What are your biases? What stories are missing from your own education?
Before you try to lead young people, work with your own teams first. Create spaces where educators can learn, unlearn, and build confidence in delivering diverse content. Challenge the assumption that Black history is “extra” – it’s essential.
- Appoint EDI Ambassadors at Every Level
Embedding diversity is not the responsibility of the one Black staff member, the LGBTQ+ colleague, or someone with a disability. It must be everyone’s job.
That’s why I always recommend appointing Equality, Diversity, and Inclusion (EDI) ambassadors across all levels — from your governing board (yes, even your governors should include an EDI champion) to your reception team.
These ambassadors shouldn’t just represent communities — they should lead change. Help shape policy, organise events, challenge bias, and ensure that inclusive practice is not a side project but a core priority.
By having representation across your organisation, you ensure accountability — and create role models who are visible, vocal, and valued.
- Adopt Student-Led Approaches: Celebrate ‘Heroes on Your Doorstep’
Young people don’t just want to be taught — they want to co-create.
Some of our most impactful work has come from listening to what students want to see in their curriculum. For example, in our public services courses, students highlighted local Black heroes — people whose stories are often forgotten, but who made a lasting impact.
One such figure is Derrick Bobbington Thomas, one of the first Black servicemen from the Windrush generation in Suffolk. His story, shared by students, was a powerful reminder of the richness of local history.
Another initiative included working with Wooden Roots, an African drumming group deeply rooted in African history and culture. Not only did they bring energy and rhythm to our college campuses, but they also played a role in the Black Panther movie — showcasing how African heritage resonates on global stages. https://www.voice-online.co.uk/news/uk-news/2024/06/05/black-panther-african-drumming-company-to-offer-bursaries-for-underrepresented-groups/
Partnering with local charities, community groups, and Windrush societies is a brilliant way to fill in the historical gaps. They offer stories, speakers, and resources that textbooks don’t. And they help students see that Black history is not something far away — it’s here, in our towns, schools, and families, as author and collobarting with young people and communities I’m proud to say linking with your community, helped create black history interactive workbook used across schools in the east of the region and beyond. Elimu little book of knowledge- find your free copy here: https://www.aspireblacksuffolk.org.uk/_files/ugd/63af3a_5af8d55d89244cde90d0a8387a0aaa82.pdf
Nelson Mandela once said, “Education is the most powerful weapon you can use to change the world.” That change doesn’t happen overnight — but it begins with honest conversations, committed people, and consistent actions.
Black history isn’t just for October. It’s for every subject, every classroom, and every child.
When we expand the narrative, we empower minds. When we recognise the full spectrum of Black excellence, and when we embed this knowledge into the very fabric of our schools and organisations, we don’t just tick boxes — we transform lives.
So let’s not wait for a headline or a month. Let’s lead with purpose, educate with passion, and celebrate Black history — every day of the year.
Check out these articles to help you find your own heroes on your doorstep..
Reflecting on the real-world application of my gender justice research
Written by Angharad Morgan
Angharad is a Secondary Social Science teacher in Newcastle and Gender Action Programme Lead. She has also recently taken on a Research Assistant role at Liverpool University, working on the Men4Change impact project. Alongside this, Angharad is undertaking her PhD in Education and Social Justice at Lancaster University. Her research uses feminist and queer theory to look at the role of male facilitators in challenging models of masculinity. Angharad is President of the NEU Newcastle District and will be Assistant Branch Secretary from September. Any spare time is spent outdoors with her 8-year-old daughter, and her ability to read and walk simultaneously saves a lot of time.
In 2019, at the age of 29 I decided to retrain as a teacher. I’d become a single mother at 26 and that slightly unexpected turn of events changed my life trajectory forever. I’d always been interested in education and teaching, something which perhaps I didn’t realise initially; from volunteering with classes in school to joining the Aimhigher programme whilst at university.
In my short time as a teacher, I had seen an apparent lack of justice, so this inspired me to act. When I received my acceptance letter onto the PhD in Education and Social Justice in 2022, I wept with joy and didn’t realise how much there would be to learn. It was a long way from my MSc in forensic psychology 11 years prior. I had the opportunity to write on a range of topics and my perceptions were challenged and understanding tested by each passing paper. Now, in 2025, I am halfway through what I have affectionately named “The Big One”, a modest 45,000-word thesis which will soon qualify me to be a Dr that responds in an emergency (albeit a social justice one).
My passion has always been gender justice, and I believed that I would spend my time working with women and girls and their experiences of navigating the education system. However, I had also spent a lot of time reading and talking about notorious influences and began to reflect on the types of masculinity they promoted. I noticed several programmes that worked with men take centre stage in recent years. I therefore wanted to gain an insight into how the male facilitators working in gender justice go about their work.
- How do they navigate models of masculinity?
- What does masculinity mean to them?
- How do they perceive themselves in a traditionally female-led environment?
- What motivated them to want to do that work?
- How do they recognise intersectionality?
Over the past 9 months I have been exploring the answers to these questions with 12 male youth facilitators working in the North of England. I used semi-structured interviews and photo-elicitation (an arts-based method in which participants were asked to provide a photo of what they perceived to represent masculinity) to explore facilitators experiences in the gender justice space. I was incredibly lucky with the participants’ insight and honesty.
As a teacher, it is important that any research I do has practical applications in an educational space. It’s all very well having theories, but they need to be practical and accessible to educators. In my recent talk at the RWBA’s Empowering Youth Conference I was asked some fantastic questions, but there was one that I didn’t get a chance to respond to, around the real-world application of my research. As my work has evolved, I’m beginning to understand it’s possible impact and application in education in the following ways:
- The importance of collective action for gender justice to truly be a reality. All educators need to be equipped to respond to challenging topics and feel confident to embed this in their practice. This means that teacher training and universities need to step up and prioritise discussions of gender, sexuality, mental health and healthy relationships with students (and colleagues!).
- Relationships with young people based around their exploration, questioning and critical thinking are key to opening up conversations. Many educators would aspire to this, but there needs to be an environment and culture within education that allows this to happen. How can educators be given the capacity to create these learning spaces?
- Although my research has focused on the role of male facilitators, over 75% of staff in schools/nurseries are women. Therefore, we need to identify how we can continue to have these open conversations with young boys, whilst also recognising that many of these conversations will be facilitated by women. Many schools do not have the budget to bring in external facilitators and male teachers cannot be expected to be experts on these topics. Therefore, female educators need to be engaged in these discussions as well.
- The importance of identity, belonging and reflection. My participants vocalised how this work has made them reflect on their positionality. As educators, we must reflect on our own positionality in our educational space, considering what brought us there. We can also explore our influences and how this impacts how we respond to young people and colleagues around us. It can be easy in these discussions to ignore the differing identities and experiences of the people we teach and work with.
I’m looking forward to further analysing my interviews over the next year and I hope that my work will add further insight into how we can continue to grow the gender justice movement at a time when these discussions are being silenced.
Making mutineers? Why building digital citizenship in the data age is crucial for educators promoting diversity, equity and inclusion
Written by Jonny Tridgell
Jonny began his career as a secondary school teacher in 2009 and has since been a head of sixth form, head of department and lead practitioner for EDI. He has also worked in teacher education as a mentor, curriculum tutor and general tutor on the University of Oxford PGCE. He completed his MSc in Education (Digital and Social Change) at Oxford in 2024. He is currently working as Equality, Diversity & Inclusion Data and Insights Officer at Jesus College, Oxford, alongside roles as a teacher, teacher educator and researcher.
Imagine two sailors. The first navigates his life on ship with diligence and skill, but little concern for how this affects others. His approach to the sea is entirely instrumentalist. The second sailor takes a different approach; she knows her job as well as the first, but she is awake to the power structures that surround her, the web of exploitation and trade that underpin her work. She is committed to making change and serving justice, by mutiny if she must.
Here, following Schober (2014), the sea stands in for the digital world. Our lives are increasingly lived digitally, with our actions and interactions transformed into data that is tracked, sold and mined for the benefit of multinational corporations. Many of us take an instrumentalist approach to this, ignorant (by choice or by indoctrination) of the consequences this process can have, especially for those often rendered invisible by society. This includes those marginalised in our communities and those in the Global South, who bear the brunt of exploitative extraction processes that can involve appalling human rights abuses and untold exacerbation of the climate crisis. Studies have shown that datafication negatively affects those who are already harmed by society (e.g. Zuboff’s 2019 Surveillance Capitalism; Eubanks’ 2018 Automating Inequality) and there are concerns about how schools collect and use data, as well as who funds and designs the programmes we use in our classrooms.
How do we encourage students to become more like the second sailor? There is a great deal of excitement about building digital skills, including in relation to AI, but we need greater engagement with what it means to use the digital responsibly. Shannon Vallor’s excellent Technomoral Virtues (2016) applies virtue ethics to existing online and this could lay groundwork for how we teach young people to be digital citizens, preparing them to make informed choices about the technology they use and how they treat others in the digital sphere. This is not about frightening young people or turning them off technology, but rather teaching them to understand the responsibility they bear and that what they do online has real, physical consequences. Vallor notes the need for us to achieve a new “practical wisdom” that includes an understanding of the digital. This is also where the link to citizenship is crucial – the online world is vast and interconnected and we must encourage young people to see themselves as members of an international community, with attendant responsibilities.
What does this look like in reality? Research is increasingly critical of one-off educational experiences like assemblies or drop days, given that these often have limited impact over time. Rather, it is crucial that we as teachers weave this digital citizenship education into our students’ lives. This might be by developing checks before we recommend or adopt new technology (e.g. asking who funds this and what data will be gathered); this could happen at the level of senior leaders or in our own classrooms. We might model the responsible and careful use of search engines and AI, noting the ways that both can reproduce inequality (as shown harrowingly by Noble’s 2018 study The Algorithms of Oppression). This might also include teaching explicitly about the challenges and benefits of digitalisation and datafication in our lessons, perhaps with an RE lesson considering what it means to be human or a mathematics lesson on how statistics are used online. Lessons can be learned from work done on decolonising curriculum here, as well as the ways in which colleagues incorporate other duties like SMSC, CEIAG and fundamental British values. Digital citizenship can and should become part of the goal of schools in the UK, alongside the more instrumentalist approach to digital skills being promoted so widely already.
As life becomes increasingly online – as we all become sailors on this wild ocean – it is crucial that we are preparing our students to look out for those who are often already marginalised or forgotten, driven out of sight and therefore out of mind. No one sailor can do this on her own – she needs a teacher.
If you’re interested in hearing more about Jonny’s work or how to incorporate digital citizenship into your teaching, his MSc thesis “Making Mutineers: Reimagining religious education for the promotion of virtuous digital citizenship” can be read here. You can also sign up to the in-person programme Jonny is running with the University of Oxford’s Bodleian Libraries here.
Empowerment, Inclusion, and Storytelling: A New Approach to History Education
Written by Dana Saxon
Dana Saxon is an educator, writer, and family historian who seeks to address global inequities in education. Her organisation, Ancestors unKnown, changes the way pupils learn about history, themselves, and the world around them, providing opportunities for them to learn about marginalised histories and stories from their own communities.
Traditional history education can sometimes feel stale and uninspired – a series of dates and old white men who seem to have little or no relevance to the lives of today’s children. This approach, heavily focused on Eurocentric perspectives and the accomplishments of a select few, can leave many students feeling excluded and disconnected from the past.
But, as even Ofsted explained in their 2023 report about history education, “Every pupil is entitled to encounters with the richness of the past and the complexity of historical enquiry”.
A New Approach: Student Stories at the Centre
What if we reframed history education? What if we centred the learning experience around the unique stories of each child?
This is the vision driving Ancestors unKnown, a unique approach to history education that empowers young people by weaving their personal narratives into the larger context of local and global history.
At the heart of our methodology lies the belief that every child’s story is a valuable piece of the historical puzzle. We encourage students to explore their own family and community histories through oral histories and archival research. By interviewing elders, collecting family artefacts, and delving into local archives, children uncover the unique stories of their ancestors and the elders in their community, including their struggles, their triumphs, and their contributions to society.
Then, while our students are empowered to personalise historical research, we help them connect these personal narratives with the untold and often marginalised histories that have shaped our world. As a result, students learn about the contributions of diverse communities, stories about migration, struggles for social justice, and other hidden stories that lie beneath the surface of conventional historical narratives.
The Benefits of Ancestors unKnown
Our integrated approach fosters a profound sense of belonging and empowerment. When children see how their own stories connect to the larger historical narrative, they develop a deeper understanding of their place in the world. They begin to see themselves as active participants in history, not just passive observers.
Furthermore, by sharing their family histories with their classmates, children gain valuable insights into the diverse experiences and perspectives of those around them. This fosters empathy, understanding, and a greater appreciation for the people and communities around them.
With our approach, Ancestors unKnown is making history curriculum more inclusive and equitable. By centring the experiences of diverse communities and highlighting the contributions of marginalised groups, we challenge traditional narratives and create a more representative understanding of the past.
“Our community interviews were really successful!” shared a primary school teacher about their Year 5 Ancestors unKnown project.” We interviewed adults from South America, England, France, China and Nigeria! The children asked some really interesting questions and really enjoyed listening to the different family and community stories.”
Bringing Ancestors unKnown to More Classrooms
Ancestors unKnown provides schools with a toolkit and ongoing support to implement our programme during one school term for Y5 or Y6. We also offer teacher training, parent/community engagement workshops, and access to a network of local historians and storytellers as guest lecturers.
We believe that by empowering teachers, students, and their families with the tools and knowledge to uncover their own historical narratives, we can create a more inclusive and engaging learning experience for everyone.
Ready to transform history education in your school? Learn more about our programme and contact us to bring Ancestors unKnown into your classrooms.
Let’s work together to empower the next generation of historians to tell a different, more inclusive story about the past – a story that includes their ancestors.