Diversity, History, Reflection

Teaching Diverse History

Lydia Hasan – History Teacher

“But Madam, I don’t want to learn about stuff I can’t relate to…”

The amount of times I have heard students tell me that, and it breaks my heart because I remember exactly what it was like to be in their position. In fact, it was not until I was 19 years old, studying history at university, that I first learned histories of countries other than the ‘typical trio’ that schools give you: Britain, Germany and Russia.

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Whilst of course the typical ‘secondary school history experience’ gives you doses of other countries; it is always from a white perspective. Take the Transatlantic Slave Trade for example, usually taught in year 8, this is more than likely the first mention of Black people in the typical history curriculum a student would learn. But is that enough? Is it enough to just ‘dash’ an entire race of people into an already existing ‘British Empire’ scheme of work? For students of that heritage, it feels horrible sitting in a class knowing you’re a descendant of a slave and that’s the only time someone from your culture gets mentioned in history lessons. It’s not nice. So, going back to university, it was no surprise I got involved in movements such as: ‘Why is my curriculum white? and ‘Decolonize the curriculum’.

 

Fast – forward five years and I am now in a position where I am in control of what history I can teach my students so they will never have to ask, ‘Why is my curriculum white?’. This is very important because one of my main reasons for coming into teaching is to give students the experience that I never got; something that also happens to be part of the school’s ‘Education for All’ ethos. When you look at the demographics of the students in this school, you will notice the large majority are from BME backgrounds. This is something I share with those students; being half Caribbean myself and having the 70th anniversary ‘Windrush’ celebrations last year has given me a passion to design a historical enquiry exploring the history of the ‘Windrush Generation’.

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My main inspirations for designing this enquiry came from: my research into ‘Cultural Relevant Pedagogy’; the schemes of work in Robin Whitburn’s ‘Doing Justice to History’ book; and Robin Walker’s ‘Black British History Teaching Materials’. Also, for anyone wanting to read more about this topic, I highly recommend David Olusoga’s ‘Black and British: a Forgotten History’. It’s also been made into a BBC documentary, it’s okay, I watched it before reading it too!

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The title of the enquiry will be ‘How far were the ‘Windrush Generation’ ‘Welcomed Home’ in Britain?’. The reason for this title is that the first activity the students will have to introduce them to the enquiry will be to answer questions based on a picture of the cover of the London Evening Standard the day the SS Empire Windrush docked at Tilbury. The lessons will go from 1948 right up to the current day, including a wide – range of events such as: the Bristol Bus Boycott of 1963; the ‘Rivers of Blood’ Speech; the Brixton Riots and the murder of Stephen Lawrence. The enquiry will end by students exploring the modern relevance and creating a memorial to commemorate the contribution of the ‘Windrush Generation’ to Britain.

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As part of my action research, I will be evaluating these lessons throughout the planning and teaching stages. I will also (hopefully!) get some feedback from student and colleagues; ‘student voice’ from ‘Black’ identifying students will be particularly useful as it will allow me to see if it is true that students are more engaged when learning about history that they can relate to.

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Collaboration, Diversity, Group work, Professional development, Reflection

Collaborative and Reflective Staff Networks in Education

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Nick Bentley – Lead Practitioner for Inclusion and Drama

Staff in our school have been working hard to establish a range of reflective and collaborative networks, aimed at developing reflections, promoting discussions and empowering practitioners. What follows, then, is a summary of five models we have used to do this.

  1. Action Research: As a way to support staff to take control of their classrooms and act as practitioner-researchers, our assistant headteacher Charlotte Paine has successfully rolled out action research with smaller groups of staff first, before all teachers and teaching assistants from across the school have contributed to presentations on their research. This has been wonderfully popular, and supported with teacher confidence, collaborative working and innovations with teaching.
  2. Coaching: In a development which was really appreciated by many teachers and support staff, Yamina Bibi and Fiona Morris – former colleagues of mine who are educational leaders with a precision focus on developing staff to be their very best – worked hard to establish a coaching culture at our school. Here, a full range of staff are developed through personalised coaching sessions, led by staff across the school, allowing staff to set their own targets and negotiating their own paths towards them.
  3. Diversity Discussion Group: Inspired by the grassroots education movements @WomenEd, @DisabilityEd, @LGBTed and @BAMEed, we established a meaningful collaborative discussion group allowing staff to reflect on issues of diversity across the curriculum and in education more broadly. Staff have found this group to be genuinely exciting and helpful, promoting and supporting the important role of diversity in education.
  4. Teacher Journal Group: The opportunity to engage with a teacher journal allows staff to track their own learning and consider what is helpful and meaningful in their diverse teaching contexts. In line with this, we have had a teacher journal group at our school which has involved different staff including a teaching assistant, a curriculum leader and a lead practitioner discussing, sharing and learning new ideas.
  5. SB Discussions: Staff have really tended to enjoy rich discussions over hot educational topics, including inclusion, student led-learning and the value of collaboration. Hearing colleagues, with their wealth and diversity of opinions and experiences, come together to interrogate a range of educational topic, has been really meaningful.

All told, then, we have sought to establish a full range of platforms for teachers to share their opinions and empower themselves to forge their own paths. I hope this blog post may be of value to those working in education, considering how to embed or develop collaboration and reflection in the cultures of their schools.

Collaboration, Diversity, Multimodal Learning, Student Leadership

Multimodal Learning: Inclusion, Collaboration and Identity

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Nick Bentley – Lead Practitioner for Inclusion and Drama

As is the case, I’m sure, with many colleagues, I often like to take a step back and think about how far I’m meeting my own conception of the teacher I want to be. My initial step was to buy a huge stack of certificates and stickers to celebrate my students’ learning, and my second step was to buy and wear a rather frivolous neck-tie (we could consider the merits of authentic role-modelling on another occasion). A rather more meaningful moment of self-reflection came as I thought about my lessons. Are they meaningful and joyful? Are they challenging and collaborative? Do they facilitate student independence and celebrate young people’s diverse identities? In thinking through these questions, I returned to the notion of multimodal learning.

    Multimodal approaches to learning recognise the reality of the physical and social spaces which classrooms are, broadening the terms of what learning is and how it happens. The kind of tools I have found to be helpful have included images, video-clips, sounds and music. Concrete objects and props can be combined with art, text and discussions, to not only open up mediums of learning, but also to diversify the ways young people can demonstrate their understanding. Drama, collaboration and teacher-in-role can engage students’ imaginative and lived experiences in relation to the world, across the curriculum. Our school has recently embraced Google Drive and Google Classroom, with exciting potential for the impact of technology on learning.

    I would suggest that multimodality in the classroom can promote inclusivity as it removes barriers to learning by offering various pathways to engage with the lesson; it can equally promote challenge by encouraging creative thinking amongst learners. Through its celebration of the social resources of the classroom, it promotes collaboration and communication skills. By championing young people’s different interpretations – when used meaningfully, multimodal approaches should include diverse representations of ethnicity, sexuality, religion and gender and identity – it can celebrate young people’s diverse identities; by sharing images of different groups of people, exploring multiple identities through drama and discussion, and representing diverse individuals through art. Importantly, it can bring a sense of energy, engagement and excitement ot the classroom. I certainly wouldn’t say I have become my perfect self-identity as a practitioner, but by employing multimodal approaches, I have taken a step closer to becoming the kind of teacher I have always hoped to be.