Deserving Better by MA Education Consultancy

DESERVING BETTER

anabout introductory handbook decolonising the curriculum for young people, by young people!

This publication was produced by MAConsultancy Education MA Education Consultancy CIC is a Community Interest Company registered in England and Wales with registered number 12165227. Sorby House 42 Spital Hill Sheffield S4 7LG United Kingdom www.ma-consultancy.co.uk/

Design Concept tom AllenOliver illustrations via notionpic

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WHAT'S GOOD?

en d!

This collaborative zine is designed as a handbook for young people in high school to start conversations about decolonising the curriculum. We've included written reflections and educational resources to support learning on this topic.

WHAT'S INSIDE The people behind the project: meet the coordinators What you can do to support your well-being

A personal reflection by Jai Jha

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MEET THE PROJECT COORDINATORS! NICOLO SODIK Ciao people! I'm Nico. I'm a 19 year old, student-athlete currently residing in south-east London.

I have an Afro-Italian background, with the African being a mix of Sierra Leone and Nigeria. This mixed African background is what initially connected me to the current work I'm doing in "decolonizing the curriculum". But now, having worked on this issue for around 2 years (which I know isn't that long) with the campaign that I cofounded, Fill In The Blanks, I've realized that regardless of background, if you're connected in any way to Britishness or British history, learning about colonialism and the British empire is something essential and necessary. The world that we live in today was a direct impact of what happened during the days of colonization.

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We inherited the legacy of the British Empire, WE ourselves are its legacy, and it comes with a whole heap of benefits and perks but just as much, if not even more, an abundance of trauma, deadly ideologies, and an origin to the racist institutions of today. So, by blatantly ignoring, and denying the complete and full knowledge of the past of Britain, we are not addressing the origin of the issues of today's modern society. And how are we supposed to solve our society's issues if we don't even address their origins?

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MEET THE PROJECT COORDINATORS! TANATSEI GAMBURA

Hello, hello! I'm Tana, and I'm a poet and artist. I am also a university student based in Edinburgh.

As a young poet working in times of crisis, my intention is to bear witness to this moment. Informed by personal experience, my writing explores the possibilities of community and healing through the lens of my identity: that of a Black woman from the global south. My work is interdisciplinary in nature. It has to be, in order to adequately address our intersectional and multifaceted lived experiences. At the core of it is a desire to positively contribute to thought, culture, community, policy - life. As such, the projects I embark on can be viewed through the lenses of academia, intermedia art practice, organising, and culture strategy.

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My methods include efforts to decentralise education, promote creative problemsolving and foster resilient community.In education and academia, my priority is inquiring into alternative curricula as well as new, equitable, and accessible anti-colonial frameworks for knowledge production and dissemination. I am a firm believer in curiosity and the freeing power of information. However, I am weary of the peril of uneducation (I use this word advisedly) and the more sinister, insidious danger of miseducation. www.tanagambura.com

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Here's what we believe High school or secondary school is an important stage of a young person’s education. Not because it teaches you the most real-life skills, not because it is the period in which you learn the most, but because it occurs during the most transformative years of your life. During high school, you undergo puberty, begin to both be seen and see yourselves as young adults and prepare yourselves for independence and adulthood. It is a chaotic period that requires true and honest support, understanding and the opportunity to see what the world around you will feel like, but also what it can feel like. What it can feel like for you to be seen, to find purpose and to enjoy what comes after high school. How will you learn this however, if the curriculum doesn’t reflect the needs of you and your fellow students? When you aren’t really given the space to understand who you are in the world and then be that person?

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Too often the curriculum and way of doing things will contradict both the state of the world around you and can even be violent towards the cultural identity and wellbeing of you, the students for whom the curriculum should have been made for.

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smreT yeK DESERVING BETTER

Decolonise Decolonisation may be defined as the active resistance against colonial powers, and a shifting of power towards political, economic, educational, cultural, psychic independence and power that originate from a colonised nation’s own indigenous culture. This process occurs politically and also applies to personal and societal psychic, cultural, political, agricultural, and educational deconstruction of colonial oppression. Source: The Movement for Black Lives (M4BL), “Glossary.” accessed through https://www.racialequitytools.org/glossary.

Curriculum

The term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. Source: the GLOSSARY OF EDUCATION REFORM, https://www.edglossary.org/curriculum/.

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some questions to think about

Decolonisation can be big term. When thinking about the ways people of colour are affected by coloniality in schooling, it's helpful to start by asking some questions about the experience. Here are a few: What aspect of your schooling worries you regularly? What do you like most about your learning environment? Is there anything you would like to learn in school that is not being taught? Or maybe you want to learn more about something that came up once? What, to you, is the main benefit or reason of going to school? What feelings do you have towards exams, tests, and grading? Why?

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Decolonising education and curricula is particularly important because education is one of, if not the most deciding factor in a person's early stages. We are lucky enough to live in a nation where education is compulsory until the age of 18, and this period of time (childhood and adolescence) is where you essentially establish the foundations of your character and the person you’re going to be in life. This is why we have to decolonise education at the secondary school stage. Students shouldn’t have to bear with a whitewashed curriculum that doesn’t accurately represent all of the knowledge, that thanks to the globalisation of information (thanks to tools such as the internet, mail, phones, etc.) is now available to the UK.

and how our society as it is today, came to be. In addition, by the time teens get out of secondary school, because of the history they were taught, they are disinterested and don’t study it further. This means that they never have the opportunity to learn the true, and full history of Britain.

The reason why we wanted to focus on secondary school (KS2/KS3), is because we can already see movements tailored to implement colonialism and the British Empire into university courses, A-level models and topics, and are working to decolonise higher education. Students shouldn’t have to wait until they’re allowed to decide what they have to study until they can learn about the true history of Britain and its relations to the wider world

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Creating this handbook is just a small step, but a step nevertheless, into the right direction of what we envision: a fully decolonised education system. I believe we should start with history because it’s the easiest subject to decolonise, with English being a close second. That’s because these are the 2 subjects where colonialism is addressed, or at least hinted at. This handbook is just a guiding hand for young students in secondary schools that are looking to get involved in the movement of decolonising the curriculum because currently they’re not being involved in the discussion of what they are having to learn. That’s not right.

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Their voices need to be heard, and they deserve the opportunity to know that decolonisation is something that exists and it's something that is possible for them. Decolonising doesn’t stop at just how we teach our history in classes, it goes way further. We need to decolonise our whole education system, the way we perceive race, gender, sex, and so much more. We need to come to the realisation that most of us, if not all of us, have been born into a capitalist world ruled by white supremacy and patriarchy. Because of this, we view everything through this colonised lens, which isn’t our fault, we’re simply the product of the world around us. However, this doesn’t mean that there isn’t possibility for change and that we shouldn’t be striving for it. The first step to changing our society is to re-imagine it, and believe that our imagination of what our world could be, can become true. This is one relatively small step, but it is nonetheless a step, towards a decolonised British society.

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S U N B L O C K T S U N B L A C K P S U C O M M O N S

U S H E L L O U R U S H E L L A U I U S H E L L A U I

N B T N W N S W A N B T N W N M W F N B T N W N M W N

W A T E R B M A N W A T E R B B A R W A T E R B B A E

A E W U R O O V S A E W U R O E V E A E W U R O E V A

N I C E D R L E F N I C E D T A E E N I C E D T A E P

P N L A Y D O S O P P L A Y S C S D P P L A Y S C S E

U D S A N E G C R U L S A N D E C O L O N I S E H C D

A I O T N R Y N M A H O T N F U N M A H O T N F U N A

S G N B L L C K A S U N B L O C K P S U N B L O C K G

U E H E L E A U T U S H E L L A U R U S H E L L A U O

N N T N W S M W I N B T N W N M Q E N B T N W N M D G

W O T E R S O A O W A T E R B B U S W A T E R B B I Y

A U W U R O E V N A E W U R O E E I A E W U E O E S A

N S C E D T A E P N I C E D T A E S N I C E V T A A P

P P L A Y S C S P P P L A Y S C R T P P L A O S C B P

U L S A N D F C L U L S A N D H C A U L S A L D H L R

A L T E R N A T I V E S T N F U N N A H O T U F S E I

S U N B L O C K N O W L E D G E K C S U N B T U C K N

U S H E L L A U I U S H E L L A U E U S H E I L A U C

N B T I N S U R G E N T N W N M W N N B T I O N M W I

P R O C E S S A E W P T E R B B A E W A C E N B B A P

A E W U R O D V L A L W U R O E V A A S W U R O E V L

N I C E D T U E O N I C E D T A E P N I C E D T A E E

P P L A Y S C S C P P L A Y S C R E W O P E L P O E P

U L S A N D A C A U L S A N D H C L U L S A N D H C L

A H O R I Z T N L A U O T N R E H T E G O T N F U N E

S U N B L O E K I S R N V L O C K P S U N B L O C K P

U S H E L L A U T U A T R E G G L E U S H E L L A U I

N B T N W N W A Y W L R D W N M W N N B T N W N L W N

W A T E R B L A E W I T E R B B A E S O V E R E I G N

A E W U R O I V A A T W U R O E V A A E W U R O S V A

N I C E D T F E P N Y C E D T A E P N I C E D T T E H

P P L A Y S E S X P P L A Y S C S P P P L A Y S E S O

U L S A N D H C L U L S A N D H C L U L S A N D N C P

A H O T N F U N E A L U T A C O N T I N U H E A L N E

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U S H E L L A U E U S H E L L A U N U S H E L L A U U

N B T N W N M W W N B T N W N M F C N B T N W N M W R

W A T E R B B A E W A T E R B B L E W A T E R B B A E

A E W U R O O V S A E W U R O E U S A E W U R O E V C

N I C E D T D E T N I C E D T A I T N I C E D T A E Y

P P L A Y S Y S E P P L A Y S B D R P P L A Y S C S C

U L S A N D H C R U L S A N D O I A U L S A N D H C L

A H O T N F U N N A H O T N F L T L A H O T N F U N I

A U T O N O M Y M S U N B L O I Y P S U N B L O C K C

U S H E L L A U O U S H E L L S U I U S H E L L A U A

N B T N W N M W V N B T N W N H W N N B T N W N M D L

W A T E R B B A E S U S T A I N A B I L I T Y B J Y E

A E W U R O E V M A E W U R O E V D A E W U R O A N L

N I C E D T A E E N I C E D T A E R N I C E D T Z A O

P P L A Y S Z S N P P L A Y S Z S E P P L A Y S Z M V

U L S A N D H C T U L S A N D H C A U L S A N D H I E

A H O T N F U N E A H O T N F U N M A H O T N F U C E

S U N B L O C K I S U N B L O C K C S U N B L O C K N

U S H E L A A U M U S H E L L A U O U S H E L L A U O

N B T N R N M W A N B T N W N M D M N B T N W N M U N

W A T E R B S A G W A T E R B B A M W A T E R B B T B

A E W U R O U V I A E W U R O J N U A E W U R O E O I

N I C E D T B E N N I C E D T A C N N I C E D T A P N

P P L A Y S A S E P P L A Y S C E I P P L A Y S C I A

U L S A N D L C L U L S A N D V C T U L S A N D H A R

A H O T N F T N E A H O T N F U N Y A H O T N F U N Y

S U N B L O E K H S U N B L O C K L S U N B L O C K L

U S H E L L R U T U S H E L L A U I U S H E L L A U I

N B T N W N N R U N B T N W N M W N N B T N W N M W M

H A R M O N Y O O W A T E R B U N I V E R S E B B A I

A E W U R O E O Y A E W U R O Y V B A E W U R O E V N

N I C E D T A T P N I C E D T O E U N I C E D T A E A

P P L A Y S C S P P P L A Y S U S I P P L A Y S C S L

U L S A N D H C L U L S A N D T C L U L S A N D H C Z

A H O T N F U N E A H O T N F H N D A H O T N F U N E

WE DESERVE BETTER

smreT yeK

Structurally enabled/ embedded advantage

Policies, practices and behaviors of institutions—such as schools, banks, non-profits or the Supreme Court—that have the effect of maintaining or increasing accumulated advantages for those groups currently defined as white, and maintaining or increasing disadvantages for those racial or ethnic groups not defined as white. The ability of institutions to survive and thrive even when their policies, practices and behaviors maintain, expand or fail to redress accumulated disadvantages and/or inequitable outcomes for people of color. Source: Transforming White Privilege: A 21st Century Leadership Capacity, CAPD, MP Associates, World Trust Educational Services (2012), accessed through https://www.racialequitytools.org/glossary.

Solidarity

“Solidarity is not the same as support. To experience solidarity, we must have a community of interests, shared beliefs and goals around which to unite, to build Sisterhood. Support can be occasional. It can be given and just as easily withdrawn. Solidarity requires sustained, ongoing commitment.” Source: bell hooks, Feminist Theory: From Margin to Centre

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read more about these terms and our thoughts on language here: https://tinyurl.com/ys4zp2ep

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so, what is education for? Why do you wake up so early during the term to spend so many hours at a place that often bores you? Or ridicules you? Or even makes you feel lesser than? Hopefully, it is a place of enjoyment. Where you can learn, spend time with friends and mentors, and learn the ropes of social interaction and whatever else will be necessary for your further academic pursuits or whatever career you will find yourself in. But what is it for exactly? Why are you offered an education and why do you agree? We can break that up into two answers. For the community, state or bigger picture it is to make you a better member of society. A more efficient and intelligent worker. An asset instead of a liability. A literate and educated citizen as opposed to one who is not because in set terms, it makes a person more valuable. By itself, this seems and is a worthwhile goal to many.

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Becoming a active member of society can be a fulfilling venture and can allow for a comfortable life. For oneself however, there is more to the question. Why do you undergo an education? Is it simply because you were told to? Because everyone does it? Because there aren’t better or even any other options for you? Are you simply doing it, so you can keep doing it after high school? If there still seems to be something missing from those answers, perhaps you simply want something more out of it. Is there anything specific you want out of your education? Out of life? Can your education help you achieve it? Do you wish for a better perspective? Better chances of success for any personal ventures? Do you wish for wisdom? An expanded mind? Does your education really give you the things you want? And if it isn’t, how could it be made to? Ultimately, what your education is for depends on what it can offer you and what you can make of it.

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Let's be real The positive things and the negative things in the current education system are odd because they can at times feel like the very same things. To understand this, we can refer back to the different perspectives to answer the question,” What is education for?” In this Handbook we had briefly touched on education serving a purpose both for you as an individual and as a function of the state or community to ensure people become active and welladjusted members of society.

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And therein lies this contradiction that can seem like a good or bad thing depending on the perspective. On one hand, learning to fit into society, how it’s history and culture formed and what will be expected of you can allow you to better navigate the system. To better ensure your success in the measures provided by society, regardless of what you wish to do later on in life. This ranges from extensively understanding the history of the UK and teaching students as uniformly as possible in order to create a sense of identity and community, to learning how to work with discipline and sacrifice to make deadlines. These are some of the softer and more subtle lessons one learns at school that make your entry into either higher education or your chosen career more efficient and can be argued as the positive aspect of the current education system.

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On the other hand, because of where the focus lies, many of the social challenges faced by society today are not truly learnt about in much detail until later. Considering how important your high school years are, why not learn critical thinking now, before you enter your higher education or your careers?

Why not learn the history of society’s current struggles and conflicts so you can better understand what you are heading into? Why not make an understanding of the world the focus of your education? Not only to benefit you, but to allow you the kind of perspective to bridge gaps and improve society itself? The pros and cons of the current educational system can be simplified to what the focus of the current system is as well as how often it has been revised and improved, not only with new knowledge, but with introspection towards society and how far you young students can find a space of agency and improvement for yourselves and the world around you.

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dealing with internalised feelings of inferiority The colonisation of the mind is one of the most insidious conditions people of the global community face in our current age. It is so insidious not only because of what it does to the mind, but also the way in which it does it, being both oppressive, but seeming to many like the natural state of things and thus making it an incredibly difficult condition to overcome. Difficult, both as an individual, and as a community, whether you stand in a space of privilege in any given situation or in a space of disadvantage. On one hand, how can you understand what privilege has made you blind to, when everything around you seems to work? How can you understand the obstacles the oppressed must overcome when your own success requires such hard work? How can you empathise when you do not experience the same violence? On the other hand, how can you overcome the insecurities and discomfort you feel in a space you are a minority in?

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How do you face the violence you are confronted with and still make meaningful connections that allow for success and happiness? How can you truly achieve something you have been told and shown, you do not deserve? These are simply some of the questions surrounding the colonised mind, a condition many suffer under without even knowing. However, it is possible to identify them, to unlearn what holds you back and learn what will help you further on.

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Intersectionality

Exposing [one’s] multiple identities can help clarify the ways in which a person can simultaneously experience privilege and oppression. For example, a Black girl in the UK does not experience gender inequalities in exactly the same way as a white woman, nor racial oppression identical to that experienced by a Black boy. Each race and gender intersection produces a qualitatively distinct life. Source: adapted from Intergroup Resources, “Intersectionality” (2012), accessed through https://www.racialequitytools.org/glossary.

Oppression

The systematic subjugation of one social group by a more powerful social group for the social, economic, and political benefit of the more powerful social group. Rita Hardiman and Bailey Jackson state that oppression exists when the following 4 conditions are found: the oppressor group has the power to define reality for themselves and others, the target groups take in and internalize the negative messages about them and end up cooperating with the oppressors (thinking and acting like them), genocide, harassment, and discrimination are systematic and institutionalized, so that individuals are not necessary to keep it going, and members of both the oppressor and target groups are socialized to play their roles as normal and correct. Oppression = Power + Prejudice

Source: “What Is Racism?” − Dismantling Racism Works (dRworks) web workbook, accessed through https://www.racialequitytools.org/glossary.

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a personal reflection As a 14 year old boy residing in a quiet town just beyond the outer fringes of London, it is frequently interesting to ponder that my grandparents grew up in a country whose entire culture i have only glimpsed momentarily. Now, my beliefs and views are, inevitably, a product of my environment, obviously including my family, from whom I gather a wide range of thoughts and experiences. But I also receive learning from school, in which we learn much about Britain and it’s history. Growing up, from school, I developed almost an admiration for Britain, which, as is constantly reinforced, once held the largest empire ever. But it is now, as I plot uncharted territory, that the question emerges of whether we are being taught a one sided view? On whether we are told flatly that we took over lands and enriched them, “helped” them, only to leave them devoid of anything they ever held dear. Even the country of which I am descended was ransacked for the best part of 200 years. But this slashing polemic of Britain isn’t my objective. Rather, I would like to see a curriculum in which includes relevant history outside of Europe so as to better enrich our students. It should highlight the wrongdoings of Britain’s past also, so that, as a nation, we can bring up an entire generation of kids like me, who yearn for an opportunity like this, to show just how learned and aware the modern British teenager is.

by jai jha

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WHY SPEAK OUT?

Despite what many young people and especially students are taught to believe, you do, as a body, hold influence and power. Simply because so many institutions are built for your education and thus for you, you have agency in how they work.

The first step in decolonisation is always realising that the system, in this case your education, suffers under colonial history and culture. The following step would be critical discussion and planning. This is very important to do among students and teachers with both supporting and opposing views willing to engage in critical discourse. Following that is the planning and organisation phase. It is important now to understand not just what you wish for or need to do to help decolonise s curriculum, but also how to go about it. What kind of organisation is required? What obstacles might one face and what values does one aspire to in the new curricula? After this is the execution and the understanding that it is a constant task, possible only through collaboration and the understanding that it will require continuous maintenance and evolution.

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Writing can be a powerful way to articulate your thoughts. You can use this space to write anything you might be thinking about or feeling after engaging with this document. Remember, there are other ways of thinking and communicating, too. If you like, consider speaking, ignoring the lines, drawing, crying, moving your body, or inventing your own ways of communicating what ever is inside you.

When the going gets tough

What do you do to look after yourself when school is overwhelming? Where do you find moments to rest and be playful? Where do you look for tools and resources to thrive in the school environment? Take a moment to consider what your support system looks like. DESERVING BETTER

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H C S

L O O

CAN BE T OU GH

BUT YOU ARE TOUGHER

ING

I G , DON'T

We've compiled short lists of books, films, songs, podcasts, organisations and people that you can go to when you need to ask questions, rest, play, or educate yourself about what an empowering curriculum looks like. The following pages will suggest a few examples, but feel free to take some time to look for resources that work for you specifically. It's important for us all to know where to seek help or find a healthy, positive break. Feeling overwhelmed and unrepresented at school can take a big emotional and psychological toll on our well-being.

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Deserving Better's Library of

emancipation

One of the first things we learn to do in school is to read. However, not all the books we should read are always in our curricula or our libraries. So, we've made our own library (or virtual reading list). To read more about education and decolonisation, here are the books we recommend. If there is one that interests you in particular, try speaking to the librarian at your school or a teacher you trust, and ask if they can help you find the book.

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Pedagogy of the Oppressed by Paulo Freire; Teaching to Trangress, Education as the Practice of Freedom by bell hooks; We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom by Bettina L. Love; Ratchetdemic: Reimagining Academic Success by Christopher Emdin; Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom by Matthew R. Kay; Pushout: The Criminalization of Black Girls in Schools by Monique W. Morris; Troublemakers: Lessons in Freedom from Young Children at School by Carla Shalaby; Everyday Antiracism: Getting Real About Race in School by Mica Pollock; This Book Is Anti-Racist: 20 Lessons on how to Wake Up, Take Action, and Do the Work by Tiffany Jewell; Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice by Brad Weinstein and Nathan Maynard; Natives: Race and Class in the Ruins of Empire by Akala; Decolonising the Mind by Ngũgĩ wa Thiong'o.

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s puorg

snoitasinagrO & ytinummoc

The Advocacy Academy; African History Project; FIll In The Blanks; ReRooted; Southall Black Sisters; Runnymede Trust; Our Migration Story; Stephen Lawrence Research Centre, De Montfort University; Black Cultural Archives; The Black Curriculum; Young Historians Project; Iniva Institute; The Anti-Racist Educator; Do it Now Now; The Museum of British Colonialism; Migration Museum; Horniman Museum; International Slavery Museum; Manchester Museum; Autograph Photography Gallery, Hackney; National Museums Liverpool; National Association for the Teaching of English; UCL Centre for Holocaust Education; Institute of Historical Research; Schools History Project; National Education Union; International Society for the Scholarship of Teaching & Learning; Teach First, Yorkshire & the Humber; Justice to History; History Teacher Education Network Journey to Justice; Justice to History; (The University of Oxford’s Centre on Migration, Policy and Society).

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let's go to the cinema We love films! They are a powerful educational resource. Here is a short list of films that we recommend, all about the experiences of people of colour affected by educational (or other)institutions. Watch as many as you can find and write down your thoughts about them.

Subnormal: A British Scandal (BBC One), directed by Lyttanya Shannon, 2021; Rocks, directed by Sarah Gavron, 2019 (available on Netflix); Our People Will Be Healed, directed by Alanis Obomsawin, 2017; La Haine, directed by Mathieu Kassovitz, 1995; Ultraviolence, directed by by Ken Fero, 2020 The Stuart Hall Project, directed by John Akomfrah, 2013; Hidden Figures, directed by Theodore Melfi, 2016; Do The Right Thing, directed by Spike Lee, 1989 Everything Must Fall, directed by Rehad Desai, 2018; In My Blood It Runs, directed by Maya Newell, Dujuan Hoosan, Carol Turner, Megan Hoosan, James Mawson, Margaret Anderson, Jimmy Mawson, 2019.

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before we say goodbye

Here are the main points that we have tried to make in this handbook:

The world we know is built upon racist and colonial ideas that disenfranchise people of colour. Decolonisation, especially in education, is necessary for achieving a just and equitable society. Young people want and need to participate in conversations about what they learn and who it serves. Building strong relationships with supportive people and groups in communities is a good first step. Most importantly, young people should keep speaking up and demanding that we deserve better.

Keep on keeping on. We see you. in power, Nico and Tanatsei.

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If there is anything you would like to ask or share after reading this booklet. please email us at projects@ma-consultancy.co.uk.