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BHM 2022: Time for Change: Action not Words
The theme for Black History Month UK 2022 is – Time for Change: Action Not Words
Introduction
Earlier this year in USA Black Health and Wellness was considered.
Our three reflections will focus on a call for change and action with the area of healthcare:
1. People of colour who have been influential in healthcare, their call for change and the actions they took.
2. The particular health and well-being problems experienced by people of colour, the influence of history and environment giving rise to specific challenges.
3. The place of education in raising the profile of these matters, changes in approach that are needed and actions being considered, including the influence of the church.
The place of education in raising the profile of these matters, changes in approach that are needed and actions being considered, including the influence of the church.
At a debate in Parliament on 28 June 2021, Wera Hobhouse reiterated that: History is written by the winners. However uncomfortable and however painful it is, we have a responsibility to confront the whole history of our nation, not only the things that are easy to celebrate. We must learn from the parts about which we are disturbed and ashamed. Most importantly, we need to recognise that the history of the transatlantic slave trade has thrown a very long shadow and that we are still living with the legacy of the injustices committed both long ago and not so long ago. Learning from our past should create a better future. We cannot hope to reach a place of true racial equality without having the difficult conversations about our colonial past. … Education is a valuable tool to empower young people to make change happen. We have a duty to ensure that the next generation better understands historical injustices and the way in which those injustices still play out in our society today. Teaching black history and the histories of other ethnicities and cultures adds an important layer to our overall understanding. That does not mean erasing someone else’s history—far from it. Including more in our history books can only be enriching. … Education has a hugely important role to play in ending institutional racism and in closing inequalities in the UK. Our curriculum must be broadened and, where those topics are covered, reviewed. We must ensure that teachers have the resources and training they need to deliver an honest, open and inclusive curriculum, so that we see real progress in schools. … Let us have the courage to share all our collective history. In doing so, we have the opportunity to show that we listen and that—maybe—history does not repeat itself.
Peter Kyle stated that a diverse and complete curriculum is one of the best tools that we have in our armoury to build the future that we all want to see: a just future, a fair future, and a future in which every individual, regardless of their race and ethnicity, feels as though they have a stake in the country that we all call home.
The Parliamentary under-secretary of State for education, Gillian Keegan explained that the theme “ideas, political power, industry and empire: Britain, 1745-1901” is statutory. She added, “I want to make sure that is on the record—but the topics within the theme are not. We believe that schools and teachers should use the flexibility they have in the curriculum to develop a more detailed, knowledge-rich curriculum to teach their pupils in an inclusive manner. It is knowledge that works to unite people and our nation by revealing the rich, interwoven tapestry of our history and enabling all pupils to see themselves in our history.…the UK’s tremendous history of standing up for freedom and tolerance around the world, from Magna Carta to our ongoing commitment to individual rights, civil liberties and freedoms. Our rich and diverse cultural heritage has been created by Britons from all over the world and has been globally influenced. It is through this rich heritage of arts and culture that we continue to have instant global recognition, from Shakespeare to Zadie Smith. Black and ethnic minority Britons have played a fundamental part in our island’s story, from the black Tudors to the Commonwealth soldiers who served with such distinction in the world wars.
Speaking of the teaching of history, Chris Evans said, … “The way history is taught is now more important than ever. So many people deny that so many things happened, and with the rise of fake news, it is very important that we stick to the facts and that everybody’s voices are heard on our experiences of growing up in the country that we call Britain.
With regard to Church of England schools, the report From Lament to Action highlights education as a mainstay of human development. As one of the nation’s significant
education providers, the Church of England, through its vast network of primary, secondary and higher education institutions, plays a vital role in imparting knowledge and contributes towards holistic human development in the British society. Despite various affirmative steps and developing a comprehensive vision for education, various groups have repeatedly pointed out its lack of robust initiatives to highlight racial diversity and anti-racism work.
With this in mind, the Taskforce would like to recommend certain critical steps to foster a healthy environment within the Church’s educational institutions, where honest conversations and formative learning could take place.
Taking education in its broadest context, the recommendations in this report cover not only schools and academies, but also Theological Education Institutions (TEIs). Recommendations included that content and curriculum development should speak to the concerns regarding racial justice; educators should receive appropriate training; governing boards, teaching staff and student population should reflect racial diversity.
Proposals have two key objectives in mind: achieving societal change, and transformation within the church towards racial justice and equity. An action timetable has been set out which includes an audit of ethnic diversity among teaching staff and headteachers in all
C of E primary and secondary schools. Recruitment processes are to increase representation and participation of UKME/GMH (UK Minority Ethnic/Global Majority Heritage) people and historic and ongoing attrition rates among UKME/GMH staff members are to be identified. Resources for school assemblies that address questions of racial justice, are to be developed and delivered in all C of E primary and secondary schools.
A critical view is expressed by Andrew Tettenborn. He comments: the attitude to race in the report is interesting. It is noticeable that even though the idea of a monolithic category of BAME (Black And Minority Ethnic) people is increasingly seen as discredited, the Taskforce lumps together everyone in the UKME/GME category. It’s as if all they see is white vs non-white, and they somehow regard differences between, say, West Indians, Africans, and South Indians as somehow less significant.
A careful reading of the report shows that it has a more nuanced approach and many positive recommendations.
Time for Change: Action Not Words
While the government recognises, debates and records the inequalities, it is not clear what action and in what time frame any change is to be expected. Here are the words but where is the action? The Church of England has a plan and there are many policies but all that is proposed will take time. Meanwhile …
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Information correct at August 2022.
The above abridged excerpts come from the following websites where more information may be found:
https://www.blackhistorymonth.org.uk/black-history-month-2022
https://www.churchofengland.org/sites/default/files/2021-04/FromLamentToAction-report.pdf
https://thecritic.co.uk/what-does-the-anti-racism-report-mean-for-the-church/
