This first task of the Building Racial Literacy (BRL) programme is designed to deepen some of the learning from the Induction sessions, focusing on models and strategies that can help participants:
- think about your positionality and the ways in which race affects people differently
- identify strategies to engage in difficult conversations about racism
- identity potential next steps for your ongoing learning and your anti-racist action plan
Interesting reading:
https://www.theantiracisteducator.com/post/pupils-in-scotland-call-for-change-it-s-time-for-an-anti-racist-decolonised-curriculum
- Reflect on your earliest race-related memory.
In truth, my earliest race-related memory was not until I was an adult working in Glasgow’s English as an Additional Language service (EAL). An older member of staff voiced their opinion that it was unfair for overseas students to receive ‘special treatment’ and she would have preferred someone supported the white Scottish children in her class.
I was very taken aback by this comment and I was new to the role and excited to be part of the EAL service. Being Dyslexic, I had struggling in Primary school and often felt stupid or ashamed that I didn’t understand things as quickly as my peers. But I also knew that I had strengths and when I has a good teacher, who knew that my dyslexic thinking was a strength and not a flaw, I thrived and excelled. I wanted to be a that type of teacher; to help children feel valued and shine. I have always worked in additional needs in some capacity and was looking forward to this new role so this comment came as a shock to me!
As I was part of a small team, I spoke to my EAL colleagues and found that this was actually a common feeling among some staff. The general advice was not to dwell to much on this. This made me feel very uncomfortable as knowing this was the attitude of the class teacher, their EAL pupils must have some idea of this feeling towards their bilingualism. On this occasion, I didn’t say anything and tried to pour as much love and support into the pupils to balance this out dated attitude.
As the years have progressed and I’ve grown as a teacher, who is confident in my role, armed both with theory and personal empowerment, I am able to challenge these bias attitudes and support colleagues who are new to role or need backing to change mindsets. I deliver training to debunk myths, highlight the benefits of bilingualism and participate in forward thinking CLPL, such as the Building Racial Literacy programme.
Looking at the content presented so far (on this task and/or at the Induction sessions), which resources did you find most helpful and why?
I most enjoyed the reading from the Anti-Racist Educator from the pupils in Scotland. Their experiences were worthwhile and hearing the voices of our young people of colour is very important in building our anti-racist curriculum. As a white woman, I have not have the experiences of not seeing recognising myself or my culture within the day to day materials used in school. Although it may be uncomfortable for white people, we need to listen to our families and their experiences to provide a more inclusive curriculum and school community.
I also liked the chart used for identifying where I was on my anti-racist journey. This was very visual and allowed for self reflection in a manageable way.
How might the different resources presented on this task support you with your own anti-racist learning journey? Are there any actions arising for you?
Having a chance and opportunity to truly take stock and self reflect on the resources I use with my pupils and the materials is most valuable to me. Teaching can be demanding and frustrating at times, so having this course give me time and permission to make sure that I am keeping the young people in my care at the centre of my planning and thoughts is so important a reminder of why we do this job.
When we’re learning about racism and anti-racism, it’s normal to end up with more questions than answers. If you have any right now, what questions are on your mind?
My main question is how do I represent the families and give my young people an education that makes them feel valued and allowed them to shine without being condescending or a white saviour?
The comment from the reading: Simply put, my mother – who by the way, like many bilingual people and parents of colour, was patronized at my first parents’ evening here, despite being a well-educated woman – taught me this: there is deep pain woven into the fibres of the union jack, and if I came here I’d have to face up to that. – impacted me greatly.
I want my parents to feel valued and included as part of our community, not patronised or patted on the head. I want to be open to learning from them and create a space where everyone feels like they can be honest and open, pointing out where we can do better without fear of not being heard.
