Issues of identity and heritage are explained by students and teachers seeking a more inclusive classroom experience.
Notes by film-maker and diversity inclusion facilitator Dr Mena Fombo (with film-maker Michael Jenkins and Assistant Principal & Diversity and Inclusion education consultant, Aisha Thomas).
The tips:
Acknowledge my heritage
鈥楶eople think I鈥檓 one or the other. They don鈥檛 understand that the two make me.鈥
(Secondary school pupil)
Students speak about the need for teachers to 鈥榓cknowledge their heritage鈥 and recognise that not all mixed heritage students are the same. We need to ensure we don鈥檛 presume young people鈥檚 heritage or allow students to.
Understand language is limiting
SENCO and Deputy Mental Health Leader, Lana Crosby, states: 鈥楶eople from mixed heritage backgrounds may be a number of different nationalities and ethnicities鈥 and so using terms like BAME (Black Asian and Minority Ethnic) is limiting and can misrepresent young people when referring to their identity. The term BAME assumes one homogenous group and negates acknowledging and celebrating difference. In the first instance teachers could ask students what their preference is when their identity needs to be referred to, recognising that there is no one correct term.
Listen
'Stop saying that we鈥檙e threatening!'
(Secondary school pupil)
One of the most common complaints from black and mixed heritage (black and any other group) students interviewed was about the language used to describe them. They shared being labelled as 鈥榓ggressive鈥, 鈥榠ntimidating鈥, or 鈥榯hreatening鈥, and that these terms were based on reasons such as 鈥榮tanding in big groups鈥, 鈥榙ressing a certain way鈥 or even 鈥榳hen being passionate about something鈥. We should recognise that these labels are negative, deeply rooted in history, and can cause immediate distrust amongst students and staff.
Knowledge is power
Lana explains that young people may still be trying to understand their identity - figuring out where they fit - so not to expect students to have all the answers; but equally that teachers should do their own learning so that they are better equipped to support a student on their journey of discovery. There should also be a recognition that as young people grow older - especially around the teenage years - they may change how they wish to be referred to.
A subject that students wanted to highlight was the reaction of teachers to pupils who say 鈥楢ll Lives Matter鈥 in response to the statement 鈥楤lack Lives Matter鈥. As an ally you can affirm that BLM is not saying black lives matter more than any others 鈥 but that they should matter as much as any others. When people respond to 鈥楤lack Lives Matter鈥 with 鈥楢ll Lives Matter鈥 it is belittling legitimate concerns regarding racial injustice.
Representation matters
Lana explains that representation 鈥榤akes a big difference: it increases your sense of belonging鈥t increases your sense of inclusiveness within that learning environment.鈥
Take action
It鈥檚 important to acknowledge that race is a protected characteristic in the Equality Act 2010 and to recognise that racist incidents must be acted upon with urgency, in the same way that other discriminatory acts are. As Lana says, racism is illegal: 鈥樷hen you see it, stop it.鈥
Black allies. video
Black students and teachers share their experiences of racism in school and offer tips for safeguarding students.
South Asian allies. video
South Asian students share their experiences of prejudice and its impact on their learning experience, and offer suggestions on how to support students.
