January 2020

THE BLACK

CURRICULUMB L A C K B R I T I S H H I S T O R Y I N T H EN A T I O N A L C U R R I C U L U M R E P O R T2 0 2 0

Authored by: Dr Jason ArdayEdited by: Lavinya Stennett, Lisa Kennedyand Bethany Thompson

Foreword

Executive Summary

About Us

Recommendations

Reflecting on Black British History in the

Curriculum

Understanding the current curricula and

omission of Black British history

Broadening the National Curriculum to

incorporate Black British history

The Impact of Diversifying Pedagogy on

delivering Black History in schools

Understanding the ever-changing classroom

The importance of mandatory and

continuous Black history as history

Conclusions and Recommendations

Contents1

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01Foreword

Lavinya Stennett Throughout centuries to present day, BlackBritish history has been made, andunfolded in front of our very eyes indifferent spheres. Yet with no mandatoryplace on a highly Eurocentric nationalcurriculum, Black British history continuesto be viewed as insignificant. We have seenthe effects of this omission, which pose anumber of serious and dangerous politicalconsequences. It has seen the arbitrarydeportation of UK nationals, and not leastthe preservation of racism in Britishsociety. Despite the findings of the Macphersonreport, produced nearly 21 years ago whichhighlighted the importance of a diversecurriculum, no significant advancementshave been made around the nationalcurriculum or the teaching of Black historyin schools on a nationwide level. We have along way to go to achieve the mandatoryteaching of Black British history, and it ismy hope that this report and the work ofThe Black Curriculum can contributepositively to such a change. But first, there must be an acceptance ofeveryone's humanity in society and therestoration of systemic injustices - many ofwhich have led us to this point. Such asymbolic move would require a seriousconsideration of racism as fact, and notmerely incidental. The change that mustoccur in schools and on the curriculummust also be engaged with by a variety ofstakeholders seeking a better world, in theaim of creating and shaping an equitablefuture the next generation will experience.

The Black Curriculum

78 York Street,

 London WC1H 0XG

theblackcurriculum@gmail.com

www.theblackcurriculum.com

The Black Curriculum is an

initiative that aims to teach

Black British history all year

round, to young people around

the UK.

Through our work, we aim to:

• Improve a sense of identity

and belonging

• Raise attainment

• Improve social cohesion.

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Executive SummaryThis report explores how the current History National Curriculumsystematically omits the contribution of Black British history in favour of adominant White, Eurocentric curriculum that fails to reflect our multi ethnicand broadly diverse society. During this particularly factious time within oursocietal history, the need for a curriculum that redefines conceptions of‘Britishness’ and how this aligns to our values and identities is integral towardsdeveloping an inclusive classroom that establishes belonging in the curriculumon offer. The History National Curriculum in its current guise continues todisassociate Britain from a legacy that has oppressed Black people historicallyin favour of a more romanticized, filtered legacy that positions Britannia asall-conquering and eternally embracive of ethnic and cultural difference. This report stands on the shoulders of previous seminal research andcontributions to the zeitgeist such as; History Lessons: Teaching Diversity Inand Through the History National Curriculum by Prof Claire Alexander, DrDebbie Weekes-Bernard and Prof Joya Chatterji (Runnymede PerspectivesCollection, 2015); Race, Ethnicity and Equality in United Kingdom (UK)History: A Report and Resource for Change by Dr Hannah Atkinson, DrSuzanne Bardgett, Dr Adam Budd, Prof Margot Finn, Dr Christopher Kissane,Dr Sadiah Qureshi, Dr Jonathan Saha, John Siblon (PhD Candidate, Birkbeck)and Prof Sujit Sivasundaram (Royal Historical Society, 2017); and ‘I FELTDEAD’: applying a racial microaggressions framework to Black students’experiences of Black History Month and Black History by Dr Nadena Doharty(Race, Ethnicity and Education Journal: Taylor and Francis, 2019). Evaluating our current history curriculum provides opportunities to addressissues of equality and diversity from a content and pedagogical perspective.Engaging in these diverse British histories and incorporating this within ourclassroom spaces provides the catalyst for engaging in a truly diverse curriculathat not only provides opportunities for pupils to be equipped with a diverserange of knowledge’s but also teachers in widening professional capabilities toengage all types of learners from a range of ethnically diverse backgrounds.This report reinforces the ideal that a diverse history curriculum can be avehicle for creating greater social cohesion and tolerance of racial and ethnicdifference in preparing learners to enter a diverse, multi-cultural society.

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About UsThe Black Curriculum was born out of a desire to see Black British historytaught all year round in schools across the UK. Owing to a largely Eurocentriccurriculum, Black British histories are currently not present on the nationalcurriculum or taught within schools in a mandatory or consistent manner. TheUK has an ongoing systemic issue of racism, and the curriculum has a key partin educating and preventing these issues from manifesting. Teaching BlackBritish history in an accessible and authentic way in schools, can support apositive change to be made across British society. Such an importantintervention in schools and the curriculum requires cross-sectoral andgovernmental input to ensure nationwide reception, support of teachers and anenduring and a consistent execution. AcknowledgementsI would like to thank all educators that truly believe in the ideal of acurriculum that reflects all sections of society. I would also like to extend mythanks to the tireless work of educators, activists, campaigners, historians,senior leaders and academics in their continued endeavour to address thisplight in endorsing a curricula that must be reflective of our ever-increasinglydiverse society. Finally, I would like to extend the biggest thanks to The BlackCurriculum for this amazing opportunity and privilege to work with them andpay tribute to their exceptional endeavour and much needed work. Theeducation sector is eternally grateful to you all for your amazing leadershipand inspiration. Open AccessThe Black Curriculum aims to increase the reach of our work as best aspossible, whilst retaining the copyright. Our open access policy enables anyoneto access some of our content online without charge. Anyone can download,save, perform or distribute this work in any format, including translation,without written permission, however we ask that you give us and the originalauthor credit.• You are free to copy, distribute, display and perform the work;• You may not alter, transform, or build upon this work Published by The Black Curriculum 2020, this document is copyright TheBlack Curriculum 2020 ©

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Recommendations This report identifies a number of recommendations required within theeducation sector regarding the current History National Curriculum. Theserecommendations require policy, pedagogical and research intervention inattempting to broaden the current curricula available: 1) Developing a multi-cultural diverse National Curriculum and curriculum's:Moving away from a very prescriptive curriculum requires teachers to re-imagine the History curriculum within the UK and consider how to develop adiscourse that interweaves the contribution of Black History to the canon as aform or body of legitimate knowledge. 2) Britain is multi-cultural and our past and present History NationalCurriculum must reflect this: Understanding that within an ever-changingmulti-diverse society, conventions of Britishness will always requirereconceptualizing to incorporate all of our histories and stories. 3) Diversifying History teaching workforces: The dearth of Black Historyteachers within the teaching profession is problematic and when aligned todiscriminatory practices that exclude Black and ethnic minority teachers thisremains a significant factor in the narrative of British history that getpurported within our classrooms. 4) Teaching Black history not only benefits Black students, but it is alsobeneficial to British society as a whole: The cognition which ensues allows usas a nation to collectively pause and reflect on race relations. Widening thescope of Black history study can also help society to unravel many of theracial stereotypes that linger into the present.

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Since the implementation of theEducation Reform Act of 1988, history,along with the other foundationsubjects, has been compulsory for allpupils from ages 5 to 14 in maintainedschools. Subsequent years have seen anincreased focus on English, Science andMathematics within schools, with anincreased focused on aligning subject tofundamental British Values. Under aNew Labour government a decision wasmade to temporarily suspend therequirement to teach the full NationalCurriculum in foundation subjects(Ofsted, 2011). This suspension wouldbe removed and since 2000, all statefunded and maintained schools atprimary and secondary level have beenrequired to deliver the full NationalCurriculum in all subjects, includinghistory albeit to varying levels ofprescription and implementation sincethe installation of the 2014 NationalCurriculum (Department for Education,2013). Within the United Kingdom (UK), theeducation system has always beencentred on a dominant WhiteEurocentric curriculum which has oftenomitted the contribution of Black andethnic minorities historically.As a consequence, racial and ethnicinequality continue to be a pressingissue facing history as a subjectdiscipline. Bias and inequality areinterwoven within multi-dimensionalproblems, which have consequentlycontributed to the low uptake ofHistory as a subject by Black andMinority Ethnic (BME) pupils and low-levels of undergraduate admission toHistory as an academic discipline moregenerally (Atkinson et al., 2018).

Recent discourses have called for a morediverse and inclusive curriculum whichfocuses on de-centring dominant WhiteEurocentric curricula in favour of a moremulti-cultural and diverse curricula thatis reflective and representative of thepresence and contribution of Blackpeople within the UK Alexander et al.,2015; Mirza, 2015). This report exploresthe importance of delivering a board anddiverse curriculum within Britain byhighlighting the importance attached toilluminating issues of racial and ethnicequality and diversity within the Britisheducation system. This report proffersthat historically Black History has residedon the periphery and continues remain aglaring omission from the BritishEducation system. Since the early 1990s, the NationalCurriculum has undergone severalrevisions and amendments, notably in1995, 2000 and 2007, which impacted theteaching of history in primary andsecondary schools in a number of ways.These changes impacted upon theamount of prescribed content which hadto be taught.

1 Commentators suggest the use of precise descriptions regardingthe ethnic background when describing research findings (Bradby2003; McKenzie and Crowcroft 1996). For the purposes of thispaper, the term Black and Minority Ethnic and the abbreviationBME will be used to refer to people who are from ethnicbackgrounds other than white British (including black African,African Caribbean, Asian, Latin-American, and other minorityethnic communities) with more precise descriptions used whereappropriate.

Introduction: Reflecting on Black History within the National Curriculum

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Consequently, the interpretation ofthese revisions and amendmentsfacilitated an ambiguity which lent.itself to providing a ‘dominant’ canonof knowledge that centres and definesBritishness within an historical contextas specifically being a Whitephenomenon and not a multi-culturalone (Parekh et al., 2000). The shiftaway from being tethered to prescribedcontent in the revised 2014 NationalCurriculum arguably should haveprovided an opportunity to build ondiversifying the canons of knowledgeprovided within the History curriculumwithin a British context (Mirza, 2015). The subjective interpretation of thispedagogical freedom was a missedopportunity to diversify and strengthenthe structure of the curriculum bysupporting the principles ofintegration, belonging andrepresentation regarding impact ofmulti-culturalism on British history. The 2007 revision to the NationalCurriculum at Key Stage 3 reiteratedthe requirements that pupils wereto be taught a substantial amount ofBritish history and that history was tobe taught through a combination ofoverview, thematic and depth studies.What remains problematic is thedefinition of ‘British history’ and the‘key concepts’ around FundamentalBritish Values which align exclusivelyto a celebration of the British Empireand its oppressive and colonial past(Harris, 2013). The side-lining ofpolitical discussions about what ‘Britishvalues’ should encompass and representhas contributed to calls for aredefinition of Britishness thatrecognises and encompasses ethnicallydiverse identities within British culture.

The need for pedagogically re-imagingand re-positioning British history toreflect these identities is essentialparticularly with regards to what is beingtaught in the classroom and pupils beingable to see themselves and their historiesreflected in the curriculum. Within this report, the methodologyemployed involved engaging in contentanalysis of various literature on discoursearound Black History within the NationalCurriculum which has included reports,policy documents, blogs, newspaperarticles, podcasts, videos (vlogs) andacademic papers. Engaging through thesevarying types of literature andcommentaries provided not only anavigational focus for this report but alsoilluminated some of the limitations withinthis area for discussion, most notably thepaucity of specific data that highlightssome of the trends and patterns regardingBlack History being taught in primaryand secondary schools. While modestdata was available regarding the patternsand trajectories for Black and MinorityEthnic undergraduate History studentswithin higher education, recent datawithin the last 3-4 years was particularlyharder to source for other tiers ofeducation with specific regards to theprimary and secondary school sectors(Doharty, 2019). There were howevermore qualitative narratives which areequally as pertinent, and this report verymuch leans on those narratives toconstruct a discourse for why the HistoryNational Curriculum requires a wholesaletransformation that embraces inclusivity,while centring and including BlackHistory within the subject discipline andthe wider curriculum more generally.

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Attempts to modernise the HistoryNational curriculum, in particular, haveprovoked widespread controversywhich has challenged the idea of whatBritish history should entail and whichnarratives comprise shouldcompromise this history in consideringhow best to engage young people inincreasingly (super)diverse classroomsregarding the subject area (Alexander etal., 2015; Atkinson et al., 2018). Theneed to re-imagine a new curriculumprovides both opportunities for, andconstraints on, addressing issues ofequality and diversity. Theimplementation of these conceptswithin British history curricula withregards to pedagogical practice andintervention in an increasinglyfragmented school system remains lessclear and requires providing platformsfor discussion which must acknowledgethe omission of Black history withinthe UK education system (Alexander etal., 2015). Mobilising a curriculum thatembraces Britain’s diverse and multi-cultural history does not only hingeupon the content taught to pupils butperhaps of equal importance is howteachers are supported pedagogicallyand professionally to teach diversecurricula effectively, accurately andconfidently (Alexander and Arday,2015; D’Avray et al., 2013). The teachingand learning of diverse histories servesa dual purpose which facilitates a senseof belonging and reflection; in additionto engaging disengaged minority ethnicstudents in preparing them throughadolescence to adulthood in takingtheir place within a multiculturalBritish society.

In facilitating a re-imaged, multi-culturalversion of the British History, it is perhapspertinent to draw on the aims of the mostrecent revision of the National Curriculumin 2014 which placed its focus on:• Promoting ‘the spiritual, moral, cultural,mental and physical development ofpupils’ and ‘of society’;• Preparing pupils ‘for the opportunities,responsibilities and experiences of laterlife’.

(Department for Education, 2013).

Understanding the current curricula and the omission of Black British History

The application of these aims whilesituated within an inclusive discourse,clearly do not reflect experiences of allstudents in particular ethnic minoritypupils who continually observe theirhistories omitted from British history infavour of a polished and unstained historythat is nor accurate or reflective of multi-cultural Britain. Given the fact that Britishhistory operates from a normative,utilitarian, ‘top-down’ agenda, it isperhaps inevitable that both thecomposition and ethical vision for theHistory National Curriculum and itscontent constitutes a narrow and filteredcanon of ‘essential knowledge’ whichcentres White endeavour at the historicalheart of human creativity, mobilizationand achievement (Andrews, 2015;Cannadine et al., 2011). The rejection of Black History in favour ofa narrow conception of Britishness, whichdismisses the influence of Black people onthis construct has been publicallycontested by commentators, activists andeducators alike. This has coincided withcontroversial revisions to the EnglishLiterature and History curricula, whichhave been heavily criticized for beinginsular and narrowly nationalistic (D’Avrayet al., 2013; Harris and Reynolds, 2014).

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The proposals for a revised historycurriculum, in particular, havecontinued to garner critique andcounter-critique from across thepolitical and intellectual spectrum, andfrom academics, institutions,community groups and individuals whohave condemned and championedaspects of the current Historycurriculum within the UK. Politically, much of this narrative hasbeen steered by the government’svision of what should constitute Britishhistory in the 21st century (Atkinson etal., 2018). The prioritisation andconception of Britishness has verymuch been aligned to identity politicswhich has recently been sustained by anationalist and populist rhetoric thatpositions White British history assomehow now being diluted andsuppressed within the an ever-increasing diverse classroom space(Mirza and Meetoo, 2012).Former Secretary of State forEducation Michael Gove’s 2014 Historycurriculum was focused on thecelebration of British history and ‘thedistinctive role of these islands in thehistory of the world’, as a means of‘ensuring today’s young people areprepared for their duties as citizens’.Essentially, this viewpoint representeda retreat to a more conservative andtraditionalist view of history within theBritish context as a unilinear narrativeof national destiny and progress thatwas rather selective nature (Alexanderet al., 2015; Mandler, 2014).

The proposed reforms by Goveencompassed both content and methodwhile focusing on political institutions,grand events and powerful individualsconsidered to have influenced Britishhistory. Education remains a central microcosm ofsociety, when thought of in this way theonus to reflect the hybridity of historicalidentities and diversities is paramount.The idea of British history is interspersedwith several tensions one being Britain’shistorical inability to except its multi-ethnic, diverse population resulting in anexclusion and lack of recognitionregarding more ethnically and sociallydiverse conversations which centre thepositive impact of migrants, Black andminority ethnic individuals and religiouscommunities who largely continue toremain on the margins of the nation,rather than as an integral part of Britishhistory. The momentum gathered by historians,activists, academics and educators to movebeyond confining Black British History toone month of the year, has been essentialin shifting the balance between ‘British’and ‘world’ history, with the centralpremise for this knowledge being that‘students should learn about Britishhistory, while engaging in the knowledgeof other histories and cultures thatcomprise this legacy (Arday, 2019; D’Avrayet al., 2013).

Broadening the National Curriculum to incorporate Black British History

2 Michael Gove was the Former Secretary of State for Education. He is aConservative politician, and was part of the Conservative-LiberalDemocrat Coalition Government in 2010.

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The importance attributed to engagingwith other histories particularly thosethat comprise other cultures withinBritain that move beyond justencounters and interactions with theBritish Isles is as vital as knowledge offoreign languages to enable Britishcitizens to understand the full varietyand diversity of human life (D’Avray etal., 2013). Moreover, geo-political shiftsin globalization and migration requireBritish citizens to understand the fullvariety and diversity of British life andhistory, which moves beyond thetraditional focus of The Tudors andThe First and Second World War, thelatter historically omitting thecontribution of people of colour to theBritish Army (Mandler, 2014).Moreover, geo-political shifts inglobalization and migration requireBritish citizens to understand the fullvariety and diversity of British life andhistory, which moves beyond thetraditional focus of The Tudors andThe First and Second World War, thelatter historically omitting thecontribution of people of colour to theBritish Army (Mandler, 2014). Indeed, current concerns regarding theexisting curriculum’s lack of diversity,and particularly the place of ‘blackhistory’ can perhaps best beconceptualised in the success ofcampaigns such Operation Black Vote’scampaign to retain key black Britishfigures such as Mary Seacole andOlaudah Equiano in the current versionof curriculum and provide a space thatacknowledges the contribution of theseinfluential individuals within Britishhistory.

Recognising the diversity of Britain’snational past becomes increasinglymore important in a super-diversepopulation attempting to discern itspast, present and future. The mostrecent Census data shows that 20 percent of people in England and Walesidentified with a group other thanWhite British, with over 8 millionpeople (around 14 per cent)categorizing themselves as Black orminority ethnic (ONS, 2011). Thiscategory itself is characterized byincreased internal diversity, with asignificant increase in African, Arab and‘other Asian’ communities and thoseidentifying as of mixed race (Centre onDynamics of Ethnicity, 2012a). The relatively younger demographic ofthis community is reflected in theeducation system and in particular thestate funded sector at which theNational Curriculum is targeted. BMEchildren and young people constitutenearly 17 per cent of the 0−15 age rangeof England and Wales making up 23.2per cent of state funded secondary and27.6 per cent of state-funded primaryschools– a proportion which isconsiderably higher in urban areasthroughout the UK where most BMEcommunities reside (Centre onDynamics of Ethnicity, 2012b; ONS,2011).The demographic of BME childrenheavily situated within urban areasraise concerns around a curriculum thatshould be inspiring a boarderworldview while developing a sense ofcitizenship and belonging that arealigned to a strong sense of nationalidentity, cultural integration andinterconnectedness in a hyper-diverseUnited Kingdom (Harris, 2013).

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There has been a tension which situatesdiversity and equality alongside civicconformity and social cohesion. Thistension has provided a site for Blackhistory within schools to be situated andinterwoven into subjects such as Drama,Citizenship, Personal and SocialDevelopment which may reside within‘the hidden curriculum’. Subjects withinthese holistic disciplines place a particularemphasis on pastoral and personaldevelopment. In this capacity, thesesubjects often adopt a second or third tierstatus in comparison to core subjects suchas English, Maths and Science. The importance associated with featuringBlack history in all facets of the curriculumpositions the Black and ethnic minoritycontribution to British society as impactfuland significant in shaping the dialogue fordiversification and cultural integration andthis should arguably extend beyond thesubject discipline of just history (Mendler,2014). Space continues to be fought for inattempting to include key black historicalfigures into the British History curriculum,such as Olaudah Equiano, Fanny Eaton,Evelyn Dove, Lilian Bader, Olive Morris,Mary Seacole and American civil rightscampaigner Rosa Parks. The need for amore critical engagement with issuesaround Empire and slavery is essentialunderstanding Britain’s troubled andoppressive history in its absoluteunfiltered entirely. The balancing of British histories andworld histories is central to this position,and more specifically Britain’s unfilteredimpact on those global histories.

While aspects of the curriculum withinprimary and secondary curricula engagewith other canons of historical knowledgewhich have typically addressed aspects ofAncient Egypt to Greek and Romanmythology, explorations of other historicalphenomena’s remain understudied oracknowledged such as Islamic, Indigenouspopulations, Pacific Islanders, Chinese,Mayan and African civilisations, andMughal, Russian and Chinese Empires atKey Stages 2 and 3 (Alexander et al., 2015;Atkinson et al., 2018). In reflecting culturalhybridity these subject canons would alsoneed to reside alongside historicalintegrations of British Imperialism.

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The impact of Diversifying Pedagogy on delivering Black History withinSchools

The infusing of these bodies of knowledgedoes require a contextualisation ofconcepts that draw links between local,national and global histories that are ableto reflect the varying diasporas’ thatencompass the diverse classroom. Theunpacking of various civilizations andhistories that moves beyond surfaceengagement is integral to individuals withregards to having a board, worldview thatwill help individuals to circumnavigate amulti-cultural society. A fundamentalaspect to progressing this endeavour andpedagogy regarding teachers’ capabilityand capacity to competently teachdifferent histories particularly that ofBlack history is bespoke and targetedtraining. Historically, this has not beenprovided during initial teacher training. Briefing teachers and educators on thenuances associated within ethnic and racialdiversity is central to mobilisingconfidence to address and unpack issuesconcerning Black history from a criticalperspective (Weekes-Bernard, 2014).Instilling this type of capital requirestargeted funding streams that recognisethe importance of teachers being able todeliver a diverse curriculum thatacknowledge the varying and complexhistories that comprise Britain. The downplaying of internal historiescoincides with the unpreparednesspedagogues encounter when engagingwith the subject area. While headteachers’funding streams are very much dictated bygovernment and local authority’s, fundingdoes need to be ring-fenced to prioritisethis issue in attempting to ensure thatpupils are exposed to the full range ofdiverse histories particularly those thattranspire internally within Britain (Harrisand Reynolds, 2014).

This engagement could also be facilitatedby engaging with unconventional modesof teaching delivery which may involvewider engagement with individuals fromvarious ethnic background within the localcommunity that may be able to providesome support teachers in developing thistype of pedagogy. In diversifyingpedagogy there is an onus for externalquality assessors such as Ofsted to addressindividual teacher and schools preferencesfor selecting preferred module contentthat normally ascribes to White Europeanhistory. The legacy of this selective processhas meant that rather than an instance onincorporating world and diverse historiesat the core of the discipline, schools havetended to select courses that are notinclusive nor reflective of the ever-increasing diverse student body (Mirza,2015). Centring an historical guise on localand national history providesopportunities to explore multiculturalismand migration in depth. A notable tensionand hesitation that emerges whenconsidering this discourse resides inconstrained and teleological rhetoricconcerning social change particularlywhen Black and ethnic minority groupsare positioned as ‘space invaders’ or‘outsiders’ (Alexander et al., 2015; Harris,2013). Centring an historical guise on local andnational history provides opportunities toexplore multiculturalism and migration indepth. A notable tension and hesitationthat emerges when considering thisdiscourse resides in constrained andteleological rhetoric concerning socialchange particularly when Black and ethnicminority groups are positioned as ‘spaceinvaders’ or ‘outsiders’ (Alexander et al.,2015; Harris, 2013).

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When this discourse occupies thecentre it becomes hard to move beyonda migrant history rather thanpositioning migrants as having made asignificant contribution to Britishsociety historically (Harris, 2013).

Aspects of this inevitably arc back to theautonomy of individual teachers andschools subjectively select components oftheir history curricula that speak todominant, filtered canons of knowledge(Doharty, 2019). The willingness ofteachers to be able to teach and deliveraspects of curricula that engage specificallywith diversification is problematic. Therehas been a continuous deficit regardingthe mobilisation of Black History inschools which has seen access andavailability to appropriate resources eitherlimited or non- existent (Atkinson et al.,2018). This significantly impacts learningexperiences and stunts the growth anddevelopment of teachers’ professionalpractice. Similarly, this raises issuesaround the extent to which teachers arewilling and able to teach the diverseoptions available and access appropriateresources to support less mainstreammodules (Historical Association, 2011).

Understanding the ever-changingmulti-diverse Classroom

Understandably, there has always been anervousness amongst many teachers thataccompanies discussions or facilitations ofrace history or politics in educationalspaces. Research continues to show thatoften teachers are uncomfortable and ill-equipped to deal with contexts concerningrace and racism; ethic difference and useof correct terms or language (Arday, 2019;Cannadine et al., 2011; Harris and Clarke, 2011; Mirza 2015). Recent shifts inattitudes towards addressing aspects ofrace and racism within British society haveseen teacher training programmesattempting to acknowledge the importanceof this issue as campaigns around‘Decolonising the Curriculum’ continue togain more momentum (Alexander andArday, 2015; Mirza, 2015). This has coincided with a new generationof educators feeling more confident tochallenge, address and offer Black Historyas a legitimate body of knowledge withinthe curriculum. Despite these modestadvancements pedagogically it is perhapsimportant to make the distinction betweenpreparedness to teach a diverse range ofpupils from ethnic groups and actuallybeing competently able to teach aboutcultural diversity or diverse histories to ahigh standard (Mendler, 2014). Otherfactors that will permeate this context willbe situated around gaining institutionalresources and support in developing thesepedagogical components. This becomesfurther compounded in observing thedearth of textbooks and online resourcesprovided by exam boards within theUnited Kingdom in trying to mobiliseBlack History within the NationalCurriculum (Cannadine et al., 2011;Doharty, 2019).

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Furthermore, in considering how currentschool resources impact this dialogue it isalso important to note that the currentcomposition of exam board materials andassessments are also complicit inundermining the presence of BlackHistory and ensuring it remains on theperiphery of our knowledge canons. Inattempting to shape a body of knowledgethat does not have its longevitycompromised within the National Curriculum, a regulatory body is requiredto ensure that schools adhere to thisparticular endeavour. The generalautonomy of our education system in theUK while advantageous, can be exploitedin favour of a more reductionist andcentralised curriculum that omits otherdisciplines and knowledge’s, since not allschools within the UK are required tofollow the National Curriculum in itsabsolute entirety. The implementation of aregulatory body that quality assures thetypes of histories being delivered wouldsignificantly advance this plight byensuring school accountability in teachingBlack History within the curriculum. There is an emotional baggage that isprobably keenly felt by Black and ethnicminority teachers attempting to presentand deliver Black History within theconfines of a very Eurocentric curriculum.

Articulating discourses around diversehistories can cause trepidation for teachersable to engage in this dialogue and forteachers unable to engage in this eitherbecause of a lack of knowledge andconfidence to deliver content within thisarea. Subject knowledge is tethered toconfidence and the absence of thispedagogical capital has significantimplications for teachers’ opting not toengage in providing a diverse curriculumthat recognises the impact of pupils beingable to see their lived experiences andhistories reflected within thecurriculum.

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Understanding the importance of BlackHistory within the British curriculamoves beyond condensing the historyof Black people to just one month(October every year) in the UK. Themandatory aspect of Black historyshould be positioned as essentialknowledge that provides the contextualand historical backdrop to howgenerations of Black people from as farback as the 1700’s have shapedconstructions of ‘Britishness’ thatmoves beyond eulogising whiteendeavour as the only significantcontribution to British history(Atkinson et al., 2018; Mirza, 2015). The implications from a pedagogicalperspective require teachers’ and schoolleaders to also take initiative and thisrequires an ownership of one’sprofessional development and creatinga curriculum that is flexible to differentapproaches. The diverse classroomrequires teachers’ to consider how theyas professionals can connect to pupilsand reflect curricula that maps learners’histories in attempting to create a senseof identity and belonging for thoseindividuals within British society. The problem that persists has beenreflected in calls to diversify the historycurriculum, the problem however isthat there has been opposition tounpacking the contribution of Blackpeople in regards to British history. The rejection of this history amounts toa clamour in some parts to maintain awhitewashed of history Britain.

Engaging in a curriculum thatsystematically removes positive referenceto the contributions of Black and Asianpeople to British history is a disservice tolearners, particularly as one of the primarypurposes of education is to prepareindividuals to take their place withinsociety (Alexander et al., 2015; Atkinson etal., 2018). The current History NationalCurriculum, by side-lining such narrativesalso belittles the revolutionary movementsof the working classes as well asdenigrating the achievements of women inhistory, in favour of celebratingpredominantly white middle-class men. The re-telling of British History has beenromanticised, and educators can often beguilty of supressing race and racism, bypresenting a discourse that situates Britainas ending the Slave trade, while omittingthat fact that Britain was a major slavingpower that grew significant, generationalwealth from the profits of trading inhuman lives (Andrews, 2015; Mirza, 2015).This often filtered history facilitated bythe National Curriculum positions Britainas having created medicine andtechnology, while granting independenceto commonwealth countries, withouthighlighting the brutal subjugationtechniques deployed in acquiring thoseterritories in the first instance. The currentGovernment, or indeed any governmentthat proceeds the current incumbentsmust seek to build a curriculum thatportrays a rich and detailed, chronologicalhistory of the world, that brings into focus,the ongoing interactivity of diasporas thatcontributed to the Britain we reside intoday (Atkinson et al., 2018; Mendler,2014).

The Importance of mandatory and continuous Black History as History inSchools

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A central tenet of an inclusivecurriculum is one that fosters belongingwhile forging connectivity, rather thanmaking Black and Asian pupils feel likeinternal immigrants within the BritishIsles. While narratives of Britishness areespoused through valour and trial,there also needs to be a recognitionwithin the current curriculum thatacknowledges that before we becameBritish, we were Africans and Asians,with vibrant histories and traditionsand cultures that deserve a prominentplace within our curriculum that movesaway from denigration and belittlementand relegation to the footnotes(Alexander et al., 2015). In considering aspects of Blackunderachievement in schools withinEngland a key tenet in this phenomenaconcerns building a curriculum thatreflects and addresses the needs ofBlack pupils. The continual absence ofBlack History within the NationalCurriculum reproduces dominantknowledge that becomes exclusionarywhile subliminally facilitating lowexpectations by some teachers whichsubsequently damage pupils’motivation and confidence thusplanting the seeds for under-achievement throughout the schooljourney (Weekes-Bernard, 2014). The focus on learners' understanding ofhistory is important, particularly inlight of the differences betweenprofessional, societal and publicdiscourses (Harris 2013, Osler 2009);the professional discourse of historyeducators often focuses on developingstudents’ understanding of history as adiscipline, whereas the public discourseoften focuses on the unifying capacityof history to foster a sense of nationalidentity.

This component is particularly significantin mobilizing ethnic minority learners’ tochallenge how their histories arerepresented and delivered within subjectdisciplines. Fundamentally, these debatesassist in situating the nature and purposeof Black history within the school curriculawhile endorsing an impassioned argumentto extend the narratives of influentialBlack people beyond the month ofOctober (Black History Month in the UK).At the heart of the debate thoughts mustlean towards what it means to think aboutour society historically. This thinking must move away fromnormative, historical thinking that hasbeen based upon a detailed mastery ofWhite history (Hirsch, 1987), for others, itis about understanding the potency of aninclusive history as a construct for the wayin which the past comes together (Lee,1992). It is however, important to note thesuccess of Black History Month since itsinception in July 1987 by Akyaaba Addai-Sebo within the UK (initially beginning inLondon and then throughout the UK) inpositively centring and reflecting on thediverse histories of those from African andCaribbean descent, and perhaps morepertinently heralding the achievementsand contributions of Black people to thesocial, political, economic and culturaldevelopment of the UK. Other successesinclude an annual acknowledgement of theimportance of Black culture and its impacton Britishness, and a celebration of the artsand the Black contribution to thisphenomena.

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While this report does advocate aboarding of the history curriculum toengage with Black history as a vehicle forcreating social cohesion in thesepolitically fractious times, caution mustalso be applied (Harris, 2013). There is apotential danger of utilising Black historyas a means of inculcating a sense of socialcohesion that may result in anexploitative and simplistic version ofthe past, which in turn can present anexclusive view of the past, rather thanacting as a potential unifying focus.This could potentially result in furthercultural alienation for ethnic minorityindividuals and groups. From atheoretical and pedagogical perspectivethis notion is best articulated throughthe framework identity theory. Tajfeland Turner’s (1979) theory about socialidentity, for example, would suggestthat the way students self-identify andrelate to the past could create in- andout-groups, depending upon whetherstudents feel the history that is taughtincludes them. Harris (2013) explainsthat this aspect of identity is central inraising under-achievement particularlyin Black learners who have historicallyhad to reside within an educationsystem in the UK that systematicallydisadvantages them. Additionally, thisis important because society isinherently diverse, and there is adanger that simple assumptions abouthistory and what should be studied, andwhat it will achieve are often untestedand unquestioned, leading to anelevation of ‘dominant’ knowledge’sthat occupy the canon as the only formof legitimate knowledge (Harris, 2013).Research undertaken in an Americanstudy by Epstein (2009) highlightedsome of the tensions and matters forconcern illuminated within this reportregarding the delivery of Black historyin schools.

This study explored history teaching andspecifically how pupils from differentethnic backgrounds responded to thehistory curriculum content. The findingsindicated a stark racial divide between‘white’ and ‘black’ students in theirresponse to the history curriculum. ‘White’students perhaps unsurprisingly feltcomfortable with the content of thecurriculum as it reflected a narrative whichaligned with their own received historiesfrom dominant discourses such as themedia and other sources which serve toreinforce their perceived sense ofthemselves within the society they live in(Epstein, 2009; Harris and Reynolds, 2014;Harris, 2013). In contrast, ‘black’ students felt alienatedby the curriculum as it presented anarrative which did not align with theirexperiences and received histories withintheir families and community. There was anotable absence of their history whichresembled a story of struggle andinequality often at the hands of Whiteoppressors, which in many cases persistedinto the present. This sense that thespecific content of a curriculum canalienate groups has been shown in otherstudies (for example, Nieto 2004) and ithas been argued that the curriculumpresents powerful messages to youngpeople which can reinforce particulartypes of knowledge taught in schools.Essentially, this does become a form ofcultural capital, particularly in the formingof social constructions that reflect thevalues, perspectives, and experiences ofthe dominant ethnic group. The researchundertaken concluded that this transpiresby systematically ignoring or diminishingthe validity and significance of lifeexperiences and contributions of ethnicand cultural groups that historically havebeen vanquished, marginalized, andsilenced.

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Black history is integral to theconstruction of British societal history;as much of the British context is builtupon the labour of Black people andtheir contribution in this regard isimmeasurable. There is a connection between thecomparative lack of diversificationwithin the teaching profession and thenarrow, White Eurocentric curriculumon offer. The lack of diversity inteaching spaces very much controls thenarrative and knowledge that islegitimised, proffered and prioritised.History teacher training continues toexperience issues concerning diversityand generally ethnic minority traineesin this area remain poultry. Accordingto the Runnymede Trust in 2013 only 11trainees from 543 teacher trainees camefrom Black African, South Asian(Bangladeshi and Pakistani descent) andmixed raced backgrounds (GraduateTeacher Training Registry, 2014). While there has been a marginalincrease in Black and ethnic minorityteacher trainees since 2013, this stillremains disparagingly low within thesector. The paucity of diversity amongteachers also points to the relativelysmall numbers of BME studentsundertaking History at universityundergraduate level with 8.7 per centonly making up this figure within theUK (Alexander et al., 2015). Considering the diversification ofdiverse historian workforces withineducation is central to this argument.

This is significant framing the dialogue ofBlack history requires at the forefront‘Black actors’ to proffer this narrative andtake ownership of this charge inreclaiming how the story of ‘Black history’is told. In terms of developing confidence inWhite colleagues to engage in fruitfulexperiences of teaching and deliveringBlack history within schools the sharing ofgood practice and engaging in unpackingwhite privilege and exploring positionalityare integral to this experience. The need todevelop a history curriculum that movesbeyond surface approaches to exploreBlack history in favour of generatingcultures and curricula that is cognizant ofthe increasingly diverse classroom spacesis pivotal in re-imagining a more inclusivehistory curriculum. While there willalways continue to be significant obstaclesto implementing a historical curriculumthat is reflective of our multi-culturalBritish populace, there are a variance ofhistories and stories that require telling inattempting to foster a sense of belongingand cultural integration. The final part of this report outlines somesuggestions that are to be considered as apoint of reference that aim to help infacilitating practical and pedagogicalinterventions regarding the teaching anddelivering of Black history within schoolsin the UK. In moving this discourseforward, it is important to note that theserecommendations are by no meansexhaustive but rather a point of referencefor educators, school leaders and policy-makers:

Conclusions and Recommendations: Considering possible ways forward

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- Developing a multi-cultural diverseNational Curriculum: Moving awayfrom a very prescriptive curriculumrequires teachers to re-imagine theHistory curriculum within the UK andconsider how to develop a discoursethat interweaves the contribution ofBlack History to the canon as a form orbody of legitimate knowledge. Asignificant aspect to this is thedevelopment of teachers to becomeproficient, knowledgeable andconfident in delivering all aspects ofBlack History, particularly within aBritish context. This requires teachertraining education programmes havingthis as a quintessential component andpart of this also requires teachers totake an interest in engaging withinclusive and diverse dialogues thatcomprise our British history. - Britain is multi-cultural and our pastand present History NationalCurriculum must reflect this: Understanding that within an ever-changing multi-diverse society,conventions of Britishness will alwaysneed to incorporate all of our historiesand stories. Our curriculum requires anacknowledgement of the ethnic,cultural and religious diversity thatcomprises the tapestry of the Britishlandscape and the varying identitiesassociated within this. Embracingdiversity as a concept that movesbeyond surface level engagement iscrucial because it requires educators tohave difficult discussions aboutBritain’s awful and oppressive past as asignificant factor in its history,particularly at the expense of Black andethnic minorities. These discussionsallow our history to be considered froman unfiltered perspective rather thanthe current romanticised notion of theall-encompassing, all-conqueringnotion of the British Empire.

- Diversifying History teachingworkforces: The dearth of Black Historyteachers within the teaching profession isproblematic and when aligned todiscriminatory practices that exclude Blackand ethnic minority teachers this remainsa significant factor in the narrative ofBritish history that get purported withinour classrooms. The education sector mustfocus on how to attract the next generationof Black historians to the teachingprofession by ensuring that they areprofessionally supported through initialteacher training and beyond topedagogically develop. Black educatorshave historically been overburdened withexcessive workloads and restrictedopportunities for career progression,therefore schools leaders must provideBlack educators with the necessaryresources to broaden aspects of theexisting history curriculum incollaboration with White colleagues withregards to integrating Black history intothe National Curriculum.Dynamics ofEthnicity, 2012b; ONS, 2011).

- Teaching Black history not only benefitsBlack students, but it is also beneficial toBritish society as a whole: The cognitionwhich ensues allows us as a nation tocollectively pause and reflect on racerelations. Widening the scope of Blackhistory study can also help society tounravel many of the racial stereotypes thatlinger into the present. Attempts toadvance Black British history have beenroutinely apprehended existing historytextbooks that have omitted Black historiessubsequently failing black students. Inbroadening the scope for a curriculum thatencompasses all our histories as Britishcitizens’ textbooks produced must movebeyond anecdotal and factually alteredaccounts of Black history within the Britishcontext, this also coincides withbroadening the focus beyond a dominantEurocentric canon.

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Biography

Dr Jason Arday is an Assistant Professor in Sociology atDurham University in the Department of Sociology. Jason is aVisiting Research Fellow at The Ohio State University in theOffice of Diversity and Inclusion, a Research Associate atNelson Mandela University in the Centre for Critical Studiesin Higher Education Transformation and a Trustee of theRunnymede Trust, the UK’s leading Race Equality Thinktank.Jason sits on the Centre for Labour and Social Studies (CLASS)National Advisory Panel and is a School Governor atShaftesbury Park Primary School in London.

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