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Build it in – don’t bolt it on Planning for Education for Diversity ‘The ability to teach unity in diversity will be the beauty and test of our civilisation.’ Gandhi Ofsted Every Child Matters Community Cohesion ‘The global dimension remains underdeveloped in the majority of schools surveyed. Frequently, insufficient connections are made to reinforce pupils’ understanding of issues such as global citizenship, diversity and human rights and sustainable development.’ QCA The 2008 Key Stage 3 Programme of Study (Empire, Movement & Settlement to and from Britain, Diversity, The Transatlantic Slave Trade – including the abolition of slavery) ‘Too little attention is given to the black and multi ethnic aspects of British history. The effect, if inadvertent, is to undervalue the overall contribution of black and minority ethnic people to Britain’s past and to ignore their cultural, scientific and many other achievements.’ DfES The Ajegbo Curriculum Review (‘Who do we think we are?’ week, Education for Diversity) ‘In five years, for all schools to be actively engaged in nurturing in pupils the skills to participate in an active and inclusive democracy, appreciating and understanding difference.’ Recent Research It is vitally important to show that our history is a shared history. Children whose parents and grandparents came from Africa, India, Pakistan, Bangladesh or the West Indies have just as great a family involvement in the World Wars as children whose family history has longer roots in Britain. Recent research has found that alienated African-Caribbean pupils want their history to be seen as a greater part of the mainstream narrative of British history rather than being treated separately. (Traille, E.K.A. (2006) School History and Perspectives on the Past: a Study of Students of African-Caribbean Descent and their Mothers. London University PhD) Recent research has also been critical of the way that ‘Black History Month’ is used in some schools as a mechanism to ‘tick the diversity box’. Such an approach only serves to marginalise the experiences of minority ethnic groups rather than show pupils how these experiences are part of mainstream history. (Lyndon, D. (2006), ‘Integrating black history into the National Curriculum’ Teaching History 122, Reconstructing History Edition) Rupert Gaze concludes that ‘Seeking, and finding, the hidden histories of black and Asian people in the wars does not just help to engage young black and Asian students. It also makes for better history teaching and more capable historians, and ultimately engages everyone.’ ‘Black and Minority Ethnic History’ should not be bolted on to curriculum plans. It needs to be interwoven into meaningful enquiries that motivate all pupils. It should and can include local examples … CURRICULUM POSSIBILITIES Movement & Settlement The Ipswich Caribbean Experience – Depth Study (DVD available free to all Suffolk schools, visits can be arranged through the ICA, Schemes of Work and Case Study schools: Copleston, Thurleston) ‘Who we think we are?’ – An overview of immigration to Britain (Migration Myth Busting! When does the story begin? A nation of immigrants?; The contribution made by migrants to British history – individual stories; The Windrush Experience; Post-Windrush – Notting Hill, Rock against Racism, Migration today) See: http://ourkindofpeople.e2bn.org/ The First & Second World Wars A Forgotten Contribution: The role played by men and women from Africa, Asia and the Caribbean in the First and Second World Wars. Could be linked to the Memorial Gates in Hyde Park or First World War (links between the Suffolk Regiment and Indian troops, the Essex Regiment) or The Second World War (linked to the Windrush experience and the ICE DVD) The diversity of the British army through time – ‘Who fought?’ The Transatlantic Slave Trade ‘Recognition should also be given to the cultures, beliefs and achievements of some of the societies prior to European colonisation, such as the West African kingdoms. The study of the slave trade should include resistance, the abolition of slavery and the work of people such as Olaudah Equiano and William Wilberforce.’ (New KS3 History PoStudy) Focus should be on the history of resistance by enslaved Africans in Africa (see David Richardson’s research into slave ship uprisings) and the Caribbean (Haiti Toussaint L’Ouverture and Henry Christophe, Grenada - The Fedon revolution, Barbados - Nanny Grigg, Jamaica – Samuel Sharpe) The first mass human rights movement in British History – show the diversity of the movement (Thomas Clarkson, Anne Knight, Olaudah Equiano, Quobna Ottobah Cugoano, Ignatius Sancho, Phyllis Wheatley, Mary Prince) STACS (Slave Trade Abolition in Cambridgeshire & Suffolk) and MLA (Museum Libraries & Archives) projects initially involving Holywells, Thurleston and Holbrook. Further trials in west of the county and Cambridgeshire) Resources available at http://abolition.e2bn.org and St Johns College Cambridge Rights & Protest A thematic approach – exploring protest – The Suffragettes (Sylvia Pankhurst) and the Suffragists (Millicent Fawcett) Civil Rights in the USA – beyond Martin Luther King and Rosa Parks (Booker T. Washington, Marcus Garvey, Du Bois, James Farmer, Jesse Owens, Billie Holiday, Paul Robeson, Josephine Boyd, Student protest – the SNCC, James Meredith , Malcolm X, Stokely Carmichael, The Black Panthers, Public Enemy, Barack Obama) The campaign against apartheid in South Africa (Nelson Mandela, Steve Biko & Black Consciousness, The Soweto Uprising and student protest, Desmond Tutu, the Anti-Apartheid movement) Empire (Case Study: India) Individuals: Akbar & the Mogul Emperors (Tudors), Duleep Singh (a local Victorian) How did India gain its Independence? (Amritsar, Gandhi, Nehru) Consequences? The Holocaust ‘Frank’s Story’ – The Holocaust explored through the eyes of Frank Bright and his classmates Also consider: The historical context (persecution throughout History), Jewish Resistance, The role of the Allies and other European countries, Other victims, Other examples of genocide (Cambodia, Rwanda, Bosnia) The Crusades (see new SHP series – Y7 – ‘The Wonders of Baghdad’)