From Riots to Respect: The Role of a Diverse Curriculum

This week, violence and disorder have dominated the British news as riots have broken out, with protesters damaging police property, shooting fireworks at people and shouting racially abusive phrases. Would it shock you to know that the above crimes were committed by children? As defined by the United Nations Convention on the Rights of the Child (UNCRC), anyone under the age of 18 is classed as a child, but shockingly in this unrest, children as young as 11 are being arrested in response to their actions in these xenophobic protests.

These children, as part of their education under the Prevent strategy and Education Act 2002, should have been explicitly taught British Values, including mutual respect and tolerance of those with different faiths and beliefs. However, these incidents suggest that the current approach may not be as effective as intended for all pupils.

A significant opportunity for change is on the horizon. Later this year, a review of the National Curriculum will be led by Professor Becky Francis, a former professor of Education and Social Justice. This also coincides with the imminent publication of a ‘model history curriculum’ that will be available at some point this year, as highlighted online, where the Government attempt to justify a broad application of black history in schools. This curriculum aims to cover the contributions by all peoples, including those which have directly influenced Britain today, providing a knowledge-rich study of national and world history.

Mirrors, Windows and Sliding Glass Doors

This metaphor was selected by Dr Rudine Sims Bishop in 1990, to highlight the importance of having diverse texts available to students in the classroom. She argues that all children need to access these stories, not just pupils who are continually misrepresented and marginalised. Bishop’s metaphor underscores the importance of diversity in children’s literature, but I posit the metaphor could be applied to other aspects of school life. This metaphor could be applied during the curriculum review to ensure that a range of topics are included and prioritised within all curriculum areas. For example, I will illustrate how this application can be integrated into a history curriculum.

Books are… mirrors in which children can see themselves reflected. Children can read books and relate closely to the character’s experiences. In these books, children can affirm their own identities and validate their own experiences, fostering a sense of belonging and self-worth in the classroom.

In History, children could study events applicable to their community and argue their impact on their lives today, engaging with local sources and opinions. Students could also be shown historical figures of significance who are from their area, encouraging aspirations and new ambitions. For example, children in ex-mining towns should be encouraged to learn about the heritage of the mining industry, the Industrial Revolution and the impact of this on their towns, both positive and negative.

Books are… windows that allow children to see the lives of others who are different to them.? This can be the lives of those from different ethnicities, health needs and even time periods. These windows help pupils to appreciate those who are different from them and understand the huge diversity of human experiences: thus, building empathy.

Matias (2016) uses the phrase ‘white narcissism’ which posits that white people have the assumption that they are ‘universal beings’ that can represent all human existence, though we know this not to be true. Therefore, a greater breadth of historical significances needs to be discussed in schools. If the History curriculum explored a wide range of world history, such as the dynasties of China and the impact of apartheid in South Africa, then the impact of books in Bishop’s metaphor could be replicated. These admissions must be not ‘tokenistic celebrations’, such as only discussing the history of black citizens during its assigned month but are integrated fully into the everyday learning experiences of our children as their experiences differ from the westernised, middle-class perspective engrained in our National Curriculum.

Books are… sliding glass doors inviting readers to ‘step in’ and experience the different worlds. This element of the metaphor encourages immersion in the experiences of the characters in their books so children can experience compelling and vivid events in their imagination. The ‘sliding glass door’ is transformative and could enable children to challenge and change their prior ideas about an issue or culture.

This concept could be integrated into History lessons by incorporating educational visits and workshops into the school curriculum. Whilst there is a financial component to this that must be considered, the impact on pupil’s interest and empathy could be significantly improved as they are actively engaged in their learning. Ofsted (2024) actively judge schools on the extent in which they provide pupils with the ‘cultural capital’ they need to exceed in life: this means schools must enrich cultural understanding to help their pupils to succeed. All schools must allow History to be a ‘sliding glass door’ to promote the ideas of tolerance and acceptance that are required to live in modern Britain.

What next?

To effectively instil British Values, we should integrate the appreciation of different cultures throughout the entire curriculum, not just in isolated lessons. Subtle changes, like those suggested, could enhance the National Curriculum and promote diverse perspectives. Given that some children have limited social input outside of school, it's crucial to build their cultural capital to prevent misinformation. This approach can foster deeper understanding and respect among young people, ultimately curbing troubling, divisive behaviours in the future.

IMPORTANT NOTE: I do accept the irony of myself (a white, middle-class woman) preaching about the importance of decolonising the curriculum, so I will recommend some books written by those whose voices need to be considered in this discussion more urgently.

Seun Matiluko shares his experience of being a Nigerian student studying History in the UK

Marlon Lee Moncrieffe calls for the reconceptualisation of the KS2 history curriculum as a black educator.