A class act
‘Respectful conversations to move society on’ When the statue of slave trader Edward Colston was toppled in Bristol last year, history teachers Jane Bolam and Kate Smee (both pictured) decided to write a new textbook on the city’s part in the transatlantic slave trade. Emily Jenkins finds out what makes them a class act. “WHAT teachers are lacking when it comes to teaching about race, are materials that have really considered questions about where racism comes from, the representation of Black people within those books, and the language we want to use around race,” says Kate Smee from Fairfield High School in Bristol. “When the statue came down, I went into activist mode and asked myself what I could do as a teacher. I wanted to make an impact,” explains Jane, who teaches history at Downend School. Jane, who already had an established network of history colleagues across Bristol, organised an online meeting to discuss how educators might start conversations within their classrooms. It led to a year-long project to create better materials to help support teaching about transatlantic slavery for year 8 students. Overlooked as not on any exam spec “The percentage of Black teachers in schools in Bristol is incredibly low. We’re not where we hope to be. Transatlantic slavery is one of these subjects where, because it’s not on any exam specification, there are these huge areas educators know nothing about. We thought it was a really important subject that people need to understand in depth to teach it sensitively and respectfully,” Jane explains. Initially, the eight teachers involved planned to create a document to share among colleagues. However, when they contacted the M Shed museum in Bristol to ask for access to its online resources, the museum offered to publish it as a book. Each person was assigned chapters to research and write, and each was sent to Black children and history teachers, African and African-Caribbean community organisations, historians and leading academics who provided in-depth criticism, advice and expertise. “Sometimes the feedback was uncomfortable,” Kate confesses. “For example, during an early draft, teachers came back to us and said they felt like the enslaved people
Bristol history teachers Jane Bolam (far left) and Kate Smee, who wrote Bristol and Transatlantic Slavery. Schools can get copies of the book at a reduced price by emailing museumbookings@ bristol.gov.uk
“Educators need to understand in depth to teach it sensitively and respectfully.” in the book were a bit faceless. So we then made a big effort to get named individuals in wherever we could.” Emphasis on resistance Language was a constant consideration, with the authors deciding to only use the term “enslaved Africans” rather than “slaves”. “Our emphasis was on resistance. A lot of textbooks focus on enslaved Africans as victims without agency. But we wanted our language to reflect the fact that they were human beings. And for the book to focus on how they reacted to the cruelty they faced,” says Jane, passionately. “The other thing that is really different about the book is that it explicitly teaches about the construction of racialisation,” Kate explains. She says they worked to include comprehensive materials explaining how racialisation has been used throughout history to dehumanise groups and individuals. “I think it’s a topic most teachers are nervous of addressing, but if you teach it as a deliberately constructed idea for economic gain, it makes it much easier to deconstruct.” It is clear Kate and Jane are extremely proud of the book and say working on it has profoundly influenced the way they teach.
“I’m from Bristol, I was taught in Bristol and I’ve been a teacher in this city for 30 years, and I believe this really moves things forward. I know that I talk a lot more about the sensitivities of language with my students,” reflects Jane. Sensitivities of language Kate observes that she is now far more understanding of how the topic can be emotionally overwhelming for some students in her class. “When you teach a subject like the Holocaust, you’re super-attuned to the fact that some students will find it difficult, but I’ve never been as mindful in classes about transatlantic enslavement. So now, at the start of the lesson I say: ‘Can we be really mindful that this is a sensitive topic, and we need to take care of our language.’ I never did that in the past.” Kate also shares her hope that the book will have a positive impact on the young people in her classroom. “I hope Black students in the community where I teach feel proud of their heritage, and the white students feel respectful of that heritage.” Jane agrees: “I’m hoping this will enable young people and teachers to have really intelligent, informed, respectful conversations that help move society on.” n To read a review of the book, see page 39
Do you know a class act? Email educate@ neu.org.uk
educate Your magazine from the National Education Union (NEU)
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