The aim of this post, as per the brief, was to help me gain a deeper understanding or the role of racism within my teaching context. In order to enhance my knowledge and support my insights, I decided to engage with 1 reading and 1 ted talk from the suggested reading list – aiming to providing me with a balanced form of research for analysis.
To provide context, I am a Course leader on an extremely new but popular BA called Fashion Marketing and Content Creation. My first-year cohort represents the classic post Brexit classroom – the wealthy non-EU international students…and an increased home student from diverse backgrounds. Our BAME cohorts from London have increased significantly, with more London based BAME students enrolling on our marketing courses. As always, we have an exceptionally diverse classroom – we always have done. Which is what makes LCF special. But that diversity is changing and creating an inclusive safe space learning environment for ALL our students is what drives me as a teacher. I am therefore extremely interested in my own reflections on this topic and to utilise the readings and expert knowledge to educate myself further.
The readings and resources investigate several areas, but both shared the same broad theme – That anti-racism in education simply must start in the early years settings. Something I whole heartedly agree with. It is here, in education settings, that early onsets of racism that can appear in the home, can be challenged by those in the school setting.
Alice Bradbury (2020) discusses the use of CRT (critical race theory) as a framework to improve educational policy in the UK… and argues that despite the fact “racial inequality is a difficult subject for many in the white dominated field of education (Leonardo 2004)”, CRT can and should be considered in the early years as “is in these early years of education that children’s educational trajectories are established.” (Bradbury, 2020)
Asif Sadiq goes one step further in his Ted Talk (YouTube) and argues that all learners are different and that our teachers and educators need to adapt to accommodate those diverse classrooms. This supports Bradbury further who critiques the use of baseline assessment in primary schools that by nature, put learners with English as an traditional language (EAL) at a disadvantage, instantly ensuring inclusion isn’t obtained…..and “by establishing low expectations in their first weeks of school,” (Bradbury 2020)
Asif Sadiq uses his ow personal experience of university where he only was told to engage with materials and resources around white leaders who “did not look like him” – which is where herein the issue of racism and inclusion is embedded deep within the educational sector.
Reflecting on Sadiq’s talk, I felt in some ways his call to action have already been implemented in many universities – certainly within our school at LCF. The need for a diverse workforce for example and diverse resources and material in class.
ON my course, we are shaping the fashion business leaders and marketeers of the future. My white privilege, which I acknowledge, doesn’t mean I cannot be a mentor or a leader to those ethnic students who enter my classroom. I can open doors; I can help them break the barriers. But I must also know they cannot be what they cannot see. They need me to populate their classroom with people like them with shared experiences from the industry. They need me to face race head on, open debate, and not be afraid of those conversations. And ultimately, give them the chance to celebrate and represent who they are by allowing creativity and their culture manifest in their university work.
References
A CRT framework for education Policy, Alice Bradbury, 2020
Diversity, Equity & Inclusion. Learning how to get it right | Asif Sadiq | TEDxCroydon
Thank you for sharing your experience and reflections, Lucy. I couldn’t agree more with you. It looks like UAL is close to reaching 30% BAME representation among staff, and I am glad the university is working hard to go even further in implementing these important actions. As you mentioned, our role in the classroom is to continue providing a space where students feel represented and encouraged to address race and other critical issues confidently.
In my post addressing disability I quoted Kimberlé Crenshaw explaining why she introduced the term intersectionality, stating “where there’s no name for a problem, you can’t see a problem, and when you can’t see a problem, you pretty much can’t solve it”. This returned to my mind, probably because of the word ‘see’, when I read here “they cannot be what they cannot see”; Lucy, this is a brilliant phrase! I initially misunderstood you when you spoke of populating “their classroom with people like them”; I thought that you cannot engineer the student intake in any way, even for potentially positive reasons. Then I realised that you are referring to what content you are delivering, the people whose work you highlight, even visiting practitioners. You are right that we need to “face race head on” and “open debate”. But when we do introduce artists, designers, or marketers that do look like our students, don’t highlight it – the students will see. Why? Forgive the plug, but see my post No More ‘Black’ Artists?.
Thanks Andrew. I will read your post now! I really live by that comment of “you cannot be what you cannot see” – and use it at home with my children when trying to deploy positive actions. (It doesn’t always work.). Although I also am a realist. We cannot ensure we have a tutor that represents every faith, race, ability in every classroom – that would be perfect! But we know it is difficult to provide. But when we can’t provide people that are representative, we can provide other assets. Diverse teaching materials, visiting lecturers, alumni…and encourage students to research topics and brands that represent them. Thanks again for your comments.