Anti-racist teaching in a multicultural school

This report was produced by an infant school teacher concerned with the behaviour of Black boys in her school. It shows how she quickly discovered that the introduction of anti-racist teaching was a bigger priority.

Background

The research was triggered by an assumption: that an increase in extreme behaviour in the school could be linked to an increase in the number of children from ethnic minority groups, especially boys with a Black African background. The original aim was to investigate ways to support this group of children to prevent them becoming disaffected at such a young age. What the research actually uncovered was something shocking: that I was racist.

I discovered that I was clearly influenced by the stereotypes of certain groups of people, and because of this made assumptions about their behaviour and the reasons for it. The fact is that those demonstrating ‘out of control’ behaviour were not part of any one ethnic group. The focus of the research therefore moved on to look at developing anti-racist practices within the school.

The school setting

This research took place in a larger than average infant school serving a community in the 36th most deprived local authority in England. The educational background of parents is generally very low. Attainment on entry is well below average, particularly in terms of children’s development in communication, language and literacy.

The school population is predominantly white, but with a growing number of families from a range of ethnic minority groups.

Research method

The research used an ethnographic approach, which consisted of finding out people’s opinions and experiences including my own. I shared my concerns and aims with the participants, regularly discussing my findings with them. The purpose of the exercise was to deepen our understanding of how we were responding to the changing ethnic profile in the school.

I kept a journal of events as they happened and documented questions I couldn’t answer that arose from them. I would then re-visit these events over time and evaluate them in light of my reading and discussions with participants. This proved to be a powerful tool to use in honestly examining my own thinking and practice.

I interviewed a range of parents and teachers to find out what they thought about their own education, their own ethnicity, and their experiences of racism. I asked what they thought about existing provision in the school to promote anti-racism and any suggestions they had for improvements.

Findings

Teachers on the whole felt that not enough was being done to promote anti-racism. They were concerned that, although the multicultural approach of learning about other faiths, food and traditions was valuable, it was not enough to ensure equality of provision. However, they were unsure what else they could do. They felt that often they did not deal with issues through fear of saying the wrong thing.

Parents were largely pleased that their children learned about other cultures. Those from minority ethnic groups felt that racism was something they had to put up with, as it was never going to go away. They advised their children to grow a thick skin and ignore racist remarks. Many felt their job opportunities were less because of the colour of their skin, and they all felt they had to work harder than white people to gain recognition for the things they did. One parent felt it was good that protective legislation was available, but pointed out that though this did offer some protection it did not change attitudes and had the effect of silencing racist views and sending them ‘underground’.

Pupils were initially surprised as teachers became more confident about initiating discussion related to ethnicity. However, they very quickly began to join in and initiate discussions themselves.

The impact of the research

The major impact of this research is a change in the attitudes of teachers, pupils and parents alike.

Teachers are now more confident in being proactive in teaching in an anti-racist manner, both through the curriculum and by recognising and dealing with racist incidents. Opportunities to highlight and discuss differences are actively sought within the curriculum.

Pupils are comfortable to bring up issues of ‘race’ and ethnicity, allowing dialogue that promotes equal opportunities and enables misconceptions to be dealt with. Teachers and pupils are more confident to discuss issues of ethnicity as part of class groups. PHSE has become a major vehicle in promoting these discussions, although history, art, religious education and dance are other areas that are developing an anti-racist approach.

Parents who were involved with the research have said they feel listened to and valued, and there has been a marked improvement in relationships. Work with parents is in its infancy, though, and still needs development.

Further reading

Connolly, P. Racism, Gender Identities and Young Children, London, Routledge, 1998

Fine, M, Weiss, L.,  Powel,L.C.,  and Wong, L.M., Off White, Readings on Race, Power, and Society, New York, Routledge,1997

Said, E.W., Orientalism, first published Routledge and Kegan, 1978, reprinted with new Preface, Penguin, 2003

Johnson, L., State University of New York, Buffalo. ’”My eyes have been opened” white teachers and racial awareness’. Journal of Teacher Education, Vol. 53, No.2, March/April 153-167, 2002

Pearce, S., Manchester Metropolitan University, ‘Compiling the White Inventory: the practice of whiteness in a British primary school’ Cambridge Journal of Education, Vol. 33, No 2, 2003

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