Anti-racist education – can this dream come true?
Despite the words written in the Scottish Government Race Equality Framework 2016-2030 publication, there seems to be very little progress in the last three years regarding the increase in BME minority representation of educators within the system. The frustration, however, lies within the fact that this has been an underlying issue for many, many years.
For example, the landmark MacPherson Report 1999, defining the meaning of institutional racism, became lost in bureaucracy (Warmington et al, 2018) like the many reports before, such as the Scarman Report 1981, which have highlighted long-standing issues of racism within Britain. My point is that this is not a new topic for discussion. Politics is a major player in shifting this paradigm; another is our education system.
‘Addressing Race Inequality in Scotland: The way forward’ (Lyle, 2017) is one of the few official publications I found that echos practical implementation steps towards an increase of minority representation in education. Lyle outlines “two areas that are central to the provision of anti-racist education” (2017, p. 23), which are to focus on staff and resources. But the question that I have seen arising now is, what is anti-racist education? And what would it mean for adult learners and educators?
An anti-racist pedagogical approach
Kehoe (1994) summarises that anti-racist education incorporates the teaching and facilitation of discussions of race inequality in the structures of society, institutionalised racism, and the human consequences of racism. Racism is rooted in the influence of British colonialism and migration of Blacks and Asians during the post-war era (Gaine, 2000) but only after a disturbing, racialised event does the political dialogue shine light on the failing attempts of addressing racism in our society. The pressure is on educators and Government to challenge this social construct, to shift the mindset of ‘colour-blind’ and ‘multiculturalism’ approaches to one of anti-racist.
As an educator, Gillborn (2006) and Mahan and Stein (2014) suggest that using a narrative method (based on critical race theory) and as well as practical implementation is effective in an anti-racist pedagogical approach. As a learner, utilising the unique characteristics of adult learners, such as having “reflective capacity…experience…critical thinking” (Bierema, 2019), this would be advantageous to the anti-racist discourse. So, what is the problem?
Continuous Professional Learning
As more adults enter the education arena, they come armed with fixed mindsets ready to challenge the battle of learning again. After all, educators are learners too. Perhaps by taking a bold move through Continuous Professional Learning (CPL), anti-racist training will support and provide confidence to educators in challenging a racial narrative in their classroom through effective dialogue. This could improve the rate of acceptance in acknowledging white privilege of white adults through their own life experiences and education and aid the efficacy of anti-racist education.
The recommendation of “antiracist and intercultural competence training” (Lyle, 2017) to be obligatory in educational leadership programmes is one way of assisting change, but why not widen the net and make it compulsory to all educators. Better yet, let's get the policymakers involved too!
What are we waiting for?
In my adult life, I have had the pleasure of being taught by an anti-racist educator through my Higher English evening class which I took a couple of years ago through Forth Valley College. I never realised why I felt so comfortable and confident until I drew comparisons of what anti-racist teaching looked like to this experience. As the only coloured person in the room, I initially did feel different. Although this increased my already-high anxiety levels, my cultural differences were embraced. Throughout the course, as we studied different texts and authors, the full context was provided (the good, the bad, and the ugly) in the formation of our learning supplemented by open discussions on controversial issues. Her critical arguments left me in awe and has influenced my approach to learning and critical thinking.
As highlighted, the implementation of anti-racist education has been long ignored. Recommendations made by Powney et al (1998) are being addressed after twenty-years, which is extremely disappointing. Perhaps if more educators and adult learners embrace the experiences of minority ethnic adult learners without them feeling alienated, learning from their life experiences, and becoming more confident in talking about race issues, there could be a positive ripple effect. Perhaps we could by-pass bureaucracy, take the matter into our own hands, and implement anti-racist education without further ado.
References
Bierema L.L. (2019) Adult Learning Theories and Practices. In: Fedeli M., Bierema L. (eds) Connecting Adult Learning and Knowledge Management. Knowledge Management and Organizational Learning, vol 8. Springer, Cham (https://doi-org.ezproxy.lib.gla.ac.uk/10.1007/978-3-030-29872-2_1)
Gaine, Chris (2000) “Anti-racist Education in 'White' Areas: The limits and possibilities of change”, Race Ethnicity and Education, 3:1, 65-81, (DOI: 10.1080/713693011)
Gillborn, David (2006) Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis, Discourse: Studies in the Cultural Politics of Education, 27:1, 11-32, (DOI: 10.1080/01596300500510229)
Kehoe, John W. (1994) “Multicultural Education vs Anti-Racist Education: The Debate in Canada” National Council for the Social Studies, Social Education 58(6), 1994, pp. 354-358 (http://www.socialstudies.org/sites/default/files/publications/se/5806/580605.html#:~:text=Anti%2Dracist%20teaching%20addresses%20racism,stereotyping%20and%20discrimination%20in%20society.)
Lyle, K. (2017) “Addressing Race Inequality In Scotland: The Way Forward” The Scottish Government (https://www.gov.scot/publications/addressing-race-inequality-scotland-way-forward/)
Mahan, J.D., MD & Stein, D.S., PhD 2014, "Teaching Adults—Best Practices That Leverage the Emerging Understanding of the Neurobiology of Learning", Current Problems in Pediatric and Adolescent Health Care, vol. 44, no. 6, pp. 141-149. (https://doi-org.ezproxy.lib.gla.ac.uk/10.1016/j.cppeds.2014.01.003)
Powney, J. et al (1998) “Education of minority ethnic groups in Scotland: a review of research”, Scottish Council for Research in Education. (http://docs.scie-socialcareonline.org.uk/fulltext/2665.pdf)
Warmington, P., Gillborn, D., Rollock, N. and Demack, S. (2018) ‘“They can’t handle the race agenda ”: stakeholders’ reflections on race and education policy’, 1993 –2013, Educational Review, 70:4, 409-426. (https://www-tandfonline-com.ezproxy.lib.gla.ac.uk/doi/full/10.1080/00131911.2017.1353482)
About the author
Farah Farzana
My work in activism is stemmed from my passion for equity. I continually seek to gain experiences, knowledge and wisdom that I can apply in my work and personal life which is why after 9 years I am back in education undertaking Masters in Education, Public Policy and Equity.
Recently working for a Member of the Scottish Parliament I have learned about political processes and influences from a top-down approach. As a community activist, using the grass-roots movement to become an influence is my goal.
With education as a major influencer on current and future generations, I strive to be a change-maker in the education curriculum to tackle social inequalities relating to protected characteristics using my lived and work experiences.
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