Ethnography and its relevance within the school environment
Written by Cas Germain
Primary School Teacher living and teaching in the UAE. She has a Masters in Gender Studies in the Middle East, is a qualified SENCo and a certified Life Coach.
Before we begin I wish to break down the terminologies I’ll be using within this article to ensure we are all speaking and understanding the same language.
Ethnography:
“The scientific description of peoples and cultures with their customs, habits, and mutual differences.” *
Bias:
“Biases may be held by an individual, group, or institution and can have negative or positive consequences.” **
Inclusive practice:
“Inclusive practice is a teaching approach that recognises the differences between students and uses this to ensure that all students can access educational content and participate fully in their learning.” ***
As educators we all strive to ensure all of our children are getting the best out of the curriculum, however, more often than not there are some crucial indicators and factors which are overlooked.
We humans tend to gravitate towards what’s familiar to us. For some people it can be having a cup of tea when travelling abroad, or gravitating towards people who like the same hobbies as you. It’s part of our human DNA, which is to create meaningful connections, we’re hardwired for it.
When in the classroom and creating a fully inclusive environment for learning, I wish to provide some useful strategies on the importance of checking our bias to ensure all children are represented.
Why is this important?
If you’re teacher training took place in the British curriculum, it’s part of our Teaching Standards: Personal and Professional Conduct. “Showing tolerance of and respect for the rights of others.” ****
When students are taught about one another’s cultures and experiences, it creates a world of understanding and positive relationships.
Students become more open minded and respectful of their peers’ values and identities, creating the ability to connect and build rapport later on, not only in the academic careers but within their chosen professions.
Confidence is created within the school environment and therefore enhancing the learning experience for all, allowing for less likeliness of prejudice to occur later on in life, as teaching with ethnography in mind, provides a safe space to express oneself and celebrates one’s identity.
Children of all nationalities, backgrounds feel a sense of belonging, and are less likely to be influenced by organisations that entice vulnerable ethnic groups.
What does Ethnography look like within the school environment?
As educators we can use simple approaches to ensure pupils feel included, supported and valued.
The basis of all human connection is where we feel, seen, heard, valued and respected. This can be done across the board regardless of race, ethnicity or gender.
Examples can be:
- Creating rapport: Greeting and addressing pupils and colleagues by their names. “A person’s name is to him or her the sweetest and most important sound in any language.” (D. Carnegie) Asking them how their weekend was, or what they enjoy? By speaking about non-school related topics and leaning into the student’s world, creates a sense of trust and positive relationships.
- Representing races and genders on lesson plans: Look at the demographic and ethnography of children in your classroom. For example, if you have a large Caribbean demographic, include pictures and examples of successful people from that area of the world within lesson plans, during your weekly planning.
- Leadership and hiring: When hiring candidates, do you tend to hire male leaders and female teachers? Think about how this reflects and seems from a child’s perspective. If young girls only see men as leading and women as teaching, does this represent their opportunities of growth and career progression later on? Do you have a variety of genders and nationalities within your workforce, that reflect the children in your school?
- Share local and global leaders from all areas of their world and their stories. Using the demographics of students in your class or school, use these example as assembly topics or include them within your slides.
- Celebrate cultural days: E.g Diwali, Eid, Christmas. Choose children to talk about their culture. For KS2 and secondary students, can they create an assembly for the year group/school? For primary children, allow them to tell their class about their culture and how they celebrate their festivals. Allow children to ask questions, and invite parents in (via Zoom) for a Q & A with the children.
The best thing we can do as educators, is make our students feel welcome, seen, heard and valued. This is the basis of all human relationships.
References:
- (Oxford Languages,2021)
- (https://diversity.ucsf.edu/resources/unconscious-bias,2021)
- https://www.highspeedtraining.co.uk/
- https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf
What does it mean to belong in our diverse school communities?
Written by Jac Bastian
Has worked at Diversity Role Models for 4 years and has trained thousands of staff members, delivered workshops to students at every phase and created a range of teaching resources on LGBT+ inclusion.
For most of us, diversity is the reality of our schools. We are communities made up of people from a wide range of backgrounds, cultures, religions and so much more. Diversity Role Models’ recent report found that 14% of secondary students surveyed identified as part of the LGBT+ community. This diversity is the reality of school life, but ensuring that students and staff who are LGBT+ feel like they belong in our schools is the challenge we all face. Sadly, our report also found that only 27% of secondary students felt that someone who was LGBT+ would feel safe to come out at their school. If we cannot be ourselves it is hard to feel like we belong.
For nearly 10 years Diversity Role Models have brought LGBT+ and ally role models into classrooms to celebrate our differences, to embed empathy and to help transform school cultures to ensure all students feel like they belong. In primary we focus on celebrating diverse families and in secondary we explore the impact of discrimination and derogatory language. In my four years working with the charity, I’ve had the privilege of seeing first-hand the impact of role model stories on young people in schools across the country.
For me, our workshops have two clear purposes. Firstly, it is to provide positive representation, reassurance and inspiration for any students who may be questioning their sexual orientation or gender identity. To let them know that they can live a happy, successful life being their true self and they deserve to feel like they belong in their school. I’ve had so many students tell me that our workshop was the first time they’d seen someone like themselves represented in their school and we know what a difference that can make.
The second purpose of our workshops is for all the other students who do not identify as part of the LGBT+ community. It is vital that those students understand the role they have in shaping the culture of a school and understand what they can do to ensure others feel like they belong. A personal highlight of mine was hearing two Year 10 boys discussing homophobic language after hearing a powerful personal story on the subject from our role model Alex. One turned to the other and said, “you know when we call James a faggot…maybe that’s not ok!”. It, of course, seems obvious to us that such behaviour is not ok. But allowing students the chance to reflect on the often-unintended impact of such language allowed them the space to reconsider and change their behaviours. At the end of our workshops 84% of secondary students anonymously say they would support a friend who came out as LGBT+. That’s the power of personal stories. If I’d seen even half that number of my classmates say they’d have supported me to come out it would have totally changed my time at school.
One of the key findings of our report was that schools that regularly taught about LGBT+ identities were also the schools in which students said that homophobic, biphobic and transphobic language and bullying was less common. To ensure our LGBT+ students feel like they belong we must embed visibility and actively celebrate the diversity of our school communities. We must embed this in our ethos and values, in our lessons, assemblies, libraries, displays and even in the examples we use. A member of our Student Voice Group once told me that her maths teacher used an example of a same-sex couple in a maths problem and from that moment on she knew there was at least one person at the school she could talk to if she needed. No matter how small, each action we take can make a difference.
To make this easier for teachers we’ve made a series of videos featuring stories from our inspiring role models freely available for this term. With LGBT History Month almost upon us, now is the time to actively embrace this visibility across the curriculum and embed it in the culture of our schools. Our schools are already diverse and it’s time we took the necessary steps to ensure every student feels like they belong.
Nothing to See Here
Written by Lena Carter
Writes and speaks extensively on a range of issues related to inclusion and equity.
In December I wrote a post about my achievements in 2020:
https://lenabellina.wordpress.com/2020/12/31/pride-after-a-fall-or-the-highs-and-lows-of-2020/
It was a bit cryptic and I made reference to a new piece of information that I had come upon that had helped me to understand myself a bit better.
I am now in a position to say that the information was a diagnosis of ADHD. At 51 years old, I have finally found some more answers to my life-long feelings of “otherness” and restlessness.
After diagnosis, I wrote a letter to my closest friends explaining what I had found out and shared some of the reasons for me seeking diagnosis:
* the fact that I was very close to burning out, having tried to fit in and keep going over many years in spite of the immense effort of trying to manage and keep a lid on my hyperactivity and poor focus regulation.
* the fact that being 51, peri menopausal and in the middle of a pandemic seems to have massively diminished the efficacy of my coping mechanisms, honed over 5 decades….
* the fact that, after years of soul-searching, talking, writing and trying to fix myself, there was still a part of my jigsaw missing.
If you are interested, this is the best summing up of what I have been living that I have read. The lost girls: ‘Chaotic and curious, women with ADHD all have missed red flags that haunt us’ | Attention deficit hyperactivity disorder | The Guardian
And this has been astonishingly enlightening. https://www.additudemag.com/secrets-of-the-adhd-brain/
Of course, me being me, I immediately thought that I would need to “get on and write a book about it”, or at least add yet another Postscript to my other book to help other people in my situation. But actually, this diagnosis isn’t about me helping other people. Yet, at any rate. It is about me helping me, and accepting help from others, to understand what I can do to improve the quality of my life, albeit at a more advanced age than might have been ideal.
In fact, looking back myself at my book, with the knowledge I now have, I can see that it makes very good sense as a record of an undiagnosed woman with ADHD who was trying to progress along a journey of self-discovery without the right map:
https://open.spotify.com/show/6fYtR94Xjo2HdrK0f2wDIu?si=8xobMQG8ROWp2QelRwso-Q
And as I read this, now, with the benefit of hindsight, I really wonder why a penny didn’t drop sooner: http://www.pedagoo.org/wellbeing-15-16-teacher5adayslowchat-scotedchat/
Fortunately for me and everyone else, I don’t need to write the book in any case as, in a slightly spooky parallel universe way, an amazing woman called Emma Mahony has already written it. I mean, she claims it is about her, a Modern Languages teacher who sought diagnosis at 51, after a life full of incredible achievements but also blighted by constantly being at odds with the world….but she has done a pretty damn good job at writing about my experiences, without ever having met me.
Emma’s book is my new bible, along with a range of other sites she recommends. I would strongly recommend it to anyone with an interest in knowing more. https://www.amazon.co.uk/Better-Late-Than-Never-Understand/dp/1789561949
So, for now, I am not writing a book. I am not trying to save the world. I am not trying to blame everyone else or just keep trying harder. I am learning to accept that my brain doesn’t work in quite the same way as most people’s. I am also coming to understand that, with that, comes challenges but also great possibilities.
I am slowly and cautiously accepting that the Story of My Self from now on is the story of having both a hidden disability and a superpower. Maybe when I feel a bit more at ease with this, I will write more, do more, advocate more. Or maybe not. Maybe I will just live for a bit.
In the meantime, here’s a playlist of songs that help me to make sense of it. https://open.spotify.com/playlist/3Kv3z4a5bBtywBEtL7dWct?si=udMhonMqQdaceOBMUcFb9Q
A Wider Sense of “Normal”
Written by Artemi Sakellariadis
(she, her) Director, Centre for Studies on Inclusive Education (CSIE)
It all started with a quiet, precious family moment on New Year’s Day: father and son snuggled up on the sofa. Savouring the moment, he took a selfie. Then, in the spur of the moment, he improvised a tongue-in-cheek caption and posted it on twitter.
Then something spectacular happened. First a few responses trickled in, then a few more, then literally hundreds of responses poured in, and within a couple of days the BBC wanted an interview. And then, slowly, posts quietened down and the whole thread now rests in the ether, testament to love, inclusion and a powerful counter narrative of difference.
It seems that everyone who posted in that thread shares a common experience and a remarkable secret. “So terrible being the dad of a learning disabled young man” said the original tweet. In response, countless others posted photos of happy moments with disabled family members, with similar comments.
“Yep, it’s awful” said a father pictured with his son, both grinning unreservedly. “Yes, I find it terrible also…” said another, posting a photo of a precious moment. And on it went: family photos brimming with joy were posted with comments such as: “Untold misery”, “Wouldn’t wish it on anyone….”, “So little to feel joyful about”, “Absolutely horrendous”, “Don’t know how we manage”. And all the while, the father who started this thread was responding to posts with more sarcasm, for example: That looks especially unhappy. / I am so sorry for you. / Continuous pain and misery, I can tell. / No love, no intimacy. / Oh that looks grim. Stuck inside all the time [for an outdoor photo] / No fun at all. / That looks absolutely tragic.
If you thought that the common experience is raising a disabled child, this blog post is especially for you. I cannot see what that would be, as every child and every family are different. I was referring to the common experience of dealing with other people’s misconceptions: regularly coming up against widespread assumptions about how terrible it must be to have a disabled child.
“And the remarkable secret?” I hear you ask. You may have guessed. It is the knowledge that raising a disabled child is not a tragedy. It is remarkable precisely because it is a secret, i.e. not widely known (and that is not because those who know it are not saying it, but because those who do not know it are not listening).
Reading through all these posts reminded me of Emily Perl Kingsley’s “Welcome to Holland” (1987), where she likens the experience of having a disabled child to the experience of planning a holiday in one place (Italy) and finding yourself in another (Holland). She describes how initially you might resent the situation, or the place where you are now (Holland, in the holiday analogy), and how difficult it must be to keep hearing everyone else say what a wonderful time they had in the place of your dreams (Italy, in the holiday analogy). Yet, over time, you realise that you are in a different place, which may be slower-paced and less flashy than where you wanted to be, but it also has things to offer which you would not have found in the place of your dream (for example windmills, tulips and Rembrandt in the holiday analogy). And, she concludes, if you spend your life mourning for a dream you have lost, you may not be able to enjoy the existence you have found.
I often wish that more educators would take the journey which Emily Perl Kingsley describes. It would mean that disabled children are better understood and appreciated for who they are, rather than regularly seen as a poorer version of an imagined alternative self without impairments. Educators may not have harboured dreams for children in the way parents usually do, but this journey would help them see disabled children for who they are; not who they are not.
As I have written elsewhere (2012), being different does not make anyone less worthy and we may need to redefine what we consider “normal”. Instead of referring to what is shared by most people – which is better described as “usual” – I suggest that, if we are to use the word “normal” at all, it refers to the full spectrum of human diversity: everything that is a natural expression of our shared humanity.
You do not have to take my word for it. After all, I am neither disabled nor parent to a disabled child. This writing, like all my work, is from the position of a disabled people’s ally. But do, please, visit this twitter thread and hear this message from all these families who have first-hand experience of living with disability. The original tweet has been liked over 23,600 times and retweeted almost 1,500 times. The full thread can be viewed at https://twitter.com/RoseUnwin/status/1345152389079326721.
REFERENCES
Kingsley, E.P. (1987) Welcome To Holland. Available at: www.emilyperlkingsley.com/welcome-to-holland (accessed January 2021).
Sakellariadis, A.I. (2012) A wider sense of normal? Seeking to understand Pierre Rivière through the lens of autism. Emotion, Space and Society, 5 (4): 269–78, special issue on Pierre Rivière.
Breaking the Cycle Anti-Racist Plan: Term 1
Written by Dwain Brandy
Outstanding teacher, behaviour leader, and Race Equality ambassador. He is on a leadership journey towards becoming a Headteacher.
In 2020, I have had the opportunity to lead an Anti-Racist approach within Oasis Community Learning. The aim was to tackle institutionalised racism in and beyond our schools. Inspired by perceptions of learners, we have introduced a culturally inclusive diet that integrates multiple perspectives to topics within the National Curriculum to make it more inclusive for Global Majority learners and to ensure that whiteness is not the norm by which everything is measured. This will drive the narrative of decolonising the structures in education, focusing on Curriculum Reviews, Staff Training, CPD, Student Education, Community, and Leadership and Management.
With a wide range of different cultural backgrounds and nationalities in England, it is essential for the curriculum to reflect global society and to relate to the increasing global audience. My ethos is to implement a cultural approach that views schools through the perspective of its learners, where the intention is to challenge and change attitudes of society to accommodate an inclusive multicultural community within all schools across the UK.
It has been a challenging start to the school year, due to Covid-19 and limited time capacity to facilitate the project, where the majority of the work was completed outside of the school hours. Despite this, I’m proud to report that significant milestones have been achieved in the first term.
Curriculum Review and Adaptation
To implement an Anti-Racist, anti-oppressive and culturally inclusive diet that integrates multiple perspectives to topics within the National Curriculum to make it more inclusive for Global Majority students
- Audit the cultural diversity of each POS – are each POS representative of different cultures across the five years of study.
- Audit the teaching and learning through an Anti-racist leans using the NEU anti-racist framework
- List of industry professionals , coaches and mentors that could be used for interventions via the list the race trust (launch term 2)
- Initial meeting with Black and Global History trail, in conjunction with the UOM and the Heritage fund. UOM will find local trail blazers for core subjects (Maths, English and Science) with the aim of including these within the lessons. https://www.heritagefund.org.uk/hub/107833/news?page=9
- Review the PSHE curriculum based on the feedback from students
- Anti-Racist training in conjunction with Kids of Colour and resources provided by theracetrust.org and MUSA to provide a framework lessons and a framework for the lessons
- Opportunity to discuss issue relating to race, politics, culture and identity with teaching staff chairing the conversations , addressing any misconceptions
- Diversity day, launching an racist agenda at oasis academy media city (rolled over to term 2)
- Ensure that all cultural events are included in the calendar- for example refugee week, Diwali, Eid, Chinese new year, Wind rush day . Robust plan for Black History Month. Use the OCL equality and diversity calendar as a framework for upcoming events.
- Website, School Newsletters, Photos around the academy, class rooms,
Staff Training and CPD
Staff to become diversity champions, becoming experienced in an anti-racist and anti-oppressive pedagogy
- Build in education of diversity into the yearly CPD programme.
- Deliver a session on being diversity champions as staff
- Anti-Racist Working party group (meeting termly)
- Kids of colour Anti-racist training (Booked in for half term 2)
- MUSA training introduction with all staff (Booked in for half term 2)
- Breaking the cycle anti-racist training launch DBR
Student Education
Targeted interventions for Black and Global majority students
Review the area of concern (e.g. Careers / subject area) that needs intervention.
- Subject specific interventions
- Weekly / Fortnightly 1:1 tutorials with the university of Manchester and Aim Higher for Black students interested in Optometry, Dentistry and Physics. Following students to be allocated a community mentor to hold them accountable (next term)
- Regular meetings with students that have been involved in racist attacks on other students. Far right extremism / anti-racism interventions Small little steps anti-racist training https://smallstepsconsultants.com/
- Follow up Interventions focused on the impact of Hate Crime via The race Trust / Kids of colour
- Student ambassadors. Focused on an anti-racist approach and community cohesion via the race Trust (Next term)
- Student voice (Half Termly Termly)
Leadership and Management
Critically Review existing school policy through the lens of Black and Global Majority Learners
- Racist incidents is 3 days in Internal exclusion that could lead to a Fixed Term Exclusion
- Return to school meeting with parents and SLT
- Incident is referred to the police, social services
- Repeat offenders will be Fixed Term Excluded
- MUSA anti-racist course 6 week course to be completed
- Amended Anti-Racist section in the home school agreement for parents and staff to sign
Community: Term 1
- Weekly meetings with the community strategy response team
- Collaborations with local anti-racist organisations (e.g., Anne Frank Trust, The Race Trust, Kids of Colour)
- Weekly meetings with the community strategy response team (Neighbourhood development officers, Salford Youth Service, Local Agencies focused on online safety , Crime and Anti-Social Behaviour Update from the local PCSO’s)
Next Steps
- Review existing performance management content and include a target aligned with becoming an anti-racist school
- Audit of racial indents sanctions and restorative interventions
- Name Blind recruitment process when appointing of new staff
- Positive discrimination focused on the recruitment of Good/ outstanding BGM practitioners
- BGM representation on the OCL equivalent of the Board of governors
- Clear recruitment to leadership progression for BGM teachers
How to Talk with Children and Young People about Race and Racism
Written by Sarah Soyei
Head of Strategy and Development, EqualiTeach
The murder of George Floyd at the hands of a white police officer and the subsequent protests against systemic racism and oppression will be impacting heavily on children in the UK.
Children will be encountering information via the media, family and friends. There can be a temptation to try to shield them from complex and difficult issues, to turn off the television and shut down conversations. However, even young children will have often absorbed more than adults realise, and older children will be encountering disturbing images and text on social media. All need space to interrogate their thoughts and feelings.
Some tips for talking about race equality and racism are outlined below:
Start from a Young Age
There can be a belief that young people don’t notice difference and that speaking about diversity and race will introduce issues where they had not previously existed. However, in reality, small babies are aware of differences in skin colour and children as young as three start to use racial cues as a basis of categorising people. Talking with young children about diversity will help them to value differences and reject prejudice and develop positive attitudes about themselves and people unlike themselves.
There are lots of lovely board books which introduce the ideas of celebrating difference such as: Everywhere Babies by Susan Meyers, which has beautiful illustrations by Marla Frazee showing babies doing all the things they do best- sleeping, laughing, playing, crawling, and which represents a wide array of different families.
Ensuring that there is a diverse representation of people in books, toys and games, such as dolls, jigsaws and dressing up items introduces children to diversity and creates opportunities for conversation.
Promoting Race Equality is not about being Colour-blind.
Someone’s skin colour is a signifier of their history and a key part of their identity. As Kerry Washington says:
“I’m not interested in living in a world where my race is not a part of who I am. I am interested in living in a world where our races, no matter what they are, don’t define our trajectory in life.”
If adults avoid speaking about difference, then children can erroneously grow up believing that it is rude to mention someone’s skin colour.
Don’t Silence Children’s Questions
Don’t give a negative message by trying to silence children and not answering their questions. Young children are naturally curious about the world and differences between people. If children are told to be quiet and the subject is not something to be talked about, they will draw their own conclusions that being different is somehow embarrassing or shameful. Use questions as an insight into the child’s world and an opportunity to open up conversations.
Talk about Similarities and Differences
Allow children the opportunity to discuss differences between people: skin colours, hair textures, facial features, temperaments and abilities, family structures and relationships, but also focus on similarities. Across ethnicities, countries and cultures there are things we all share: our common humanity, our concern for others, our need to be loved, our need to eat and sleep and play and have a home and clothes – all of which can be different and valued in their different forms. Avoid stereotypes and generalisations; remember there is huge diversity within every ethnicity, country and culture.
Start from Where Young People are
Young people need the opportunity to explore their emotions and learn coping mechanisms. Providing a safe environment to help children talk about issues and understand what is going on will help them navigate any confusion, distress and worries they may be experiencing.
Ask children open questions about what they know, what they’ve seen and what questions they have. This allows you to pitch the conversation at the right level, avoiding over-complicated explanations, which could increase worry and confusion, or pitching it too low and leaving out important issues because you think that children aren’t aware of them.
Avoid exacerbating fears and upset by using graphic images or images of people in distress. If children are focussed on a specific incident or event, broaden the conversation, ask them questions such as ’How do you think the people were feeling?’ and ‘What do you do when you think something is unfair?’. Help them to understand the wider societal context of what is happening to allow them to build empathy and understanding.
Challenge Stereotypes and Prejudice
Sometimes children may say something which is biased or prejudiced. Use open non-judgemental questions, such as ‘What do you mean by that?’ or ‘What makes you say that?’ to find out what they meant by the statement and allow them the opportunity to question what their opinions are based upon. Provide them with an alternative viewpoint and help them to recognise stereotypes and explore the difference between neutral and emotive language, fact and opinion.
Never leave racism unchallenged, use incidents as an opportunity to educate.
Promote Positive Action
Young people can feel helpless in the face of big world issues such as racism, but there is lots that they can do to create positive change, including raising or donating money, challenging racism and raising awareness amongst their peers, sharing content on social media, creating films and blogs, and writing to newspapers and MPs. Young people have a voice and should be empowered to use it.
You Don’t Need to Have all the Answers
Take the time to read and educate yourself as much as possible, but there will always be times where you don’t know the answer to a question. Admitting that you are unsure is a much more positive approach than imparting information which is inaccurate. You can research answers together, which not only ensures that children are receiving accurate information but also teaches them the value of research and how to research for information in a safe and effective way.
A selection of books which provide a platform for discussions on racism are outlined below.
My World, Your World by Melanie Walsh
Age 1-3
A brightly coloured book celebrating the similarities and differences between people.
What’s the Difference? By Doyin Richards
Age 3-5
A book about seeing and celebrating difference and recognising that the most important things are what we can do together as friends, families and communities.
A is for Activist by Innosanto Nagara
Age 3-7
A colourful ABC board-book full of rhymes, and pictures with a cat to find on every page, this book helps to raise children to be conscious of activism, environmental justice, civil rights, LGBTQ rights and more!
Racism and Intolerance by Louise Spilsbury and Hanane Kai
Age 5-8
A beautiful picture book that explores what racism and intolerance are and how they affect children all over the world
Viola Desmond Won’t Be Budged by Jody Nyasha Warner and Richard Rudnicki
Age 5-9
The true story of Viola Desmond who refused to move from her seat in a movie theatre in Nova Scotia in 1946. She was arrested, charged and fined, but continued to fight for equality, inspiring others and raising awareness of the injustice of racial segregation. An important story written and illustrated for young people.
What is Race? Who are Racists? Why Does Skin Colour Matter? And Other Big Questions by Claire Heuchen and Nikesh Shukla
Age 10-13
An accessible exploration of the history of race and society, being. It looks at belonging and identity, the damaging effects of stereotyping, the benefits of positive representation and how to protect against and stop racist behaviour.
A Change is Gonna Come by Various Authors
Age 13+
This book is a collective of stories and poetry from Black, Asian and other Minority Ethnic authors, all on the theme of change. The stories are as diverse as their authors!
The Hate U Give by Angie Thomas
Age 13+
Inspired by the Black Lives Matter movement, this is a powerful and gripping story of a teenage girl’s struggle for justice.
Noughts and Crosses by Malorie Blackman
Age 13+
A series of books exploring race, superiority and love through a world where black people (Crosses) have superiority over white people (Noughts).
“I will not be erased” by gal-dem
Age 13+
gal-dem is an award-winning online and print magazine written by women and non-binary people of colour. “I will not be erased” is a collection of essays from gal-dem writers, using raw material from their teenage years, to share stories of growing up as people of colour.
These books specifically focus on race equality and racism. However, it is vital that this is not the only form in which young people encounter black people in literature. Make sure that children and young people have access to a wide array of literature which includes black histories and stories. Some top tips for building a diverse and inclusive bookshelf:
- Consider the authors: do you have books by a range of authors with different characteristics, backgrounds and experiences?
- Consider the protagonists: are the main characters in your books all white? Do they fulfil stereotypical roles?
- Consider the story: will this story bring something new and different to the child reading it? Will it share a new experience, teach something about a different culture or country, or alternatively will it help to celebrate an important part of their own identity? A great bookshelf will offer all of these!
Some great independent book sellers and online services who stock and recommend a diverse range of books:
Knights Of: a bookshop and movement to support diverse authors
Jacaranda Books: an independent publisher ‘with a dedication to creating space on the bookshelf for diverse ideas and writers.’
Letterbox Library: A children’s booksellers celebrating equality and diversity.
Tamarind Books: Now part of Puffin books, Tamarind has championed diversity in children’s publishing since 1987, helping to make sure children of all cultures and ethnicities have the chance to see themselves in stories and books.
The Willesden Bookshop: Supplies multicultural books for schools and libraries.
EqualiTeach delivers workshops for young people and adult training on all issues of equality including on race and racism. Find out more here or get in touch.
Adapted and Inclusive sport. It’s not just about disability
Written by Steve Morley
Inclusion teacher, Activity Alliance Tutor, Author, Educator, Public Speaker, and Mental Health Advocate.
I passionately believe in Inclusion. First and foremost, rather than an assumption that able bodied people do one thing and people with a disability do something else. Inclusion is very much “my thing” and one way I try to achieve it is through sport.
My vision is to see more disabled and able-bodied people playing sport together and my mission is to bring mixed ability events and inclusion to every school sports day.
In conversations with heads of sport from a number of schools, I’ve been discussing how some children find sports challenging. Working in schools my coaches and I use inclusive and adapted activities to encourage children to explore their attitudes about the nature of sport i.e. winning, taking part, competition and having fun. Many of the teaching staff applaud what we do. I often hear comments like, “I think it’s great that you are encouraging disable children into sport”, “Brilliant, disabled youngsters should have the same opportunities as other children”. However, I occasionally hear a remark along the lines of “It’s not really suitable for us since we don’t have any disabled children at our school”.
I believe that adapted and inclusive sport is not just appropriate for traditional models of disability. The definition of Inclusion is – the action or state of including or of being included within a group or structure.
So, what about the “non-disabled” child or young person who is un-coordinated, overweight, too tall, too small, not strong enough, not quick enough, can’t seem to hit the ball, kick the ball, catch the ball? A recent survey about why some people hated sports listed at number five that – it reminded them of childhood trauma. Their argument being that a bad youthful experience with sports affected them permanently.
I’m sure we all know people who dreaded sports days and would have given anything to avoid the PE class. By using adaptive, inventive and inclusive activities we can often engage with children who are not drawn to, or naturally good at, mainstream and traditional sports.
To reiterate my vision, I am seeking to achieve not just more disabled and able bodied people playing sport together but to bring mixed ability events and inclusion to every school sports day; I want all children to experience the joy that taking part in sport can bring, the connections that can be made, the sense of accomplishment and the feeling of being part of something bigger.
Most importantly, I want to take the dread out of sport and by making it “Inclusive”, make it FUN for all!
A Rare Breed: The Lesser-Spotted Black Male Teacher
Written by Adrian McLean
Education leader | Former Headteacher | Governors for Schools Trustee | Positive Disruptor
Diversity and equity is something that anyone reading this, I am sure wholeheartedly believes in, visualises and works towards creating in our education system and society. I am an advocate of all of the protected characteristics, and work to challenge the systemic prejudices we all face. My views are through the lens and experiences of a Black male in the English education system. For clarity, when I refer to Black in this blog, I am specifically talking about my Black Caribbean and my government defined White/Black Caribbean heritage. This blog shares some thoughts and musings on why there are so few Black male teachers.
Firstly, we need to examine some statistics to understand how stark the reality is. The latest School Workforce data statistics (2019) show there are approximately 500,000 teachers in England. Using my Black Caribbean descendancy as a marker, the stats say there are 4889 teachers who identified in this category. Using the more accurate descriptor for my background – White/Black Caribbean- this figure comes in at 1741!
When interrogating further, there is no breakdown of how these figures are then represented by gender. What I can tell you from the data provided, is there are approximately 379,000 female teachers compared to 121,000 male teachers. 4889 Black Caribbean teachers… 1740 other White/Black Caribbean teachers… 6630 (quick maths!) people who identified as appearing similar to me, of a population of 500,000 across 23,323 schools? Additionally, that figure represents both male and females! What? Really? I am not a genius, however, it points to the probability of there being very few male Black Caribbean or White/Black Caribbean teachers. Couple this with my 20 year career in West Midlands schools where I have worked alongside less than a handful of males who look like me.
If you have heard me speak, you will have heard me talk about the importance of visible role models to our young people and ‘usualising’ the presence of all people from protected characteristics in positions of authority. Representation matters. It matters to all children! My #DiverseEd Pledge from 14/06/2020 is to continue to help, support and grow the number of Black males (from all denominations of Black) in teaching and Senior Leadership. However, 7 months on, the realisation struck me… are we treating the symptom rather than the cause?
The London Development Agency commissioned a study (2004) on the educational experiences and achievements of Black boys in London schools 2000-2003, the authors of the report called for an increase in the proportion of ‘Black Minority Ethnic teachers within the educational system’. Logically, this makes sense… except right now, this is, in my opinion, a pipedream. Let me explain my theory. The experience of Black Caribbean and White/Black Caribbean male students in school is well documented. We all know about the vast over-representation of these young men in being permanently excluded (latest figures are 0.25 and 0.24%, respectively) are only exceeded by students from a Gypsy Roma background (0.27% which is also a travesty!). To me, it is obvious that the lack of Black Caribbean and White/Black Caribbean males in the profession directly correlates to the negative school experience countless reports and reviews have revealed. It is part of one big negative cycle which drives Black males away from education.
From Bernard Coard’s (1971) study of how the British education system failed Black boys or the government sponsored Rampton Report (1981), which recognised the existence of racism in the British education system, through to the work of Maud Blair (2001), is that a high proportion of Black boys find their educational experience to be negative. All of these studies’ findings were perfectly brought to life in Small Axe: Education by Steve McQueen, where he made the audience feel the very real process of placing Black Caribbean children into special schools because they were disruptive or had not scored well on a ‘I.Q. test’. Education has been doing the same thing for 50 years. I’ll say that again… FIFTY YEARS! Einstein said the definition of insanity is doing the same thing over and over again and expecting different results.
Ofsted (1999) stated Black boys in primary school achieved close to the average on entry to secondary school. However, by the end of year eleven they became amongst the lowest achievers. This mirrors my own experience at secondary school… labelled with low expectations, despite being smarter than your average. Frustratingly, we are still no further along a quarter of a century later! So what changes? Is 11 the age when Black males transform from being capable, engaged students, into troublesome tyrants? Or are other factors at play?
Trying to specifically recruit more Black male teachers is going to be difficult when the school, and education experience is, on the whole, not a pleasant one for this demographic. When I ask my school friends and acquaintances about school, they tell me it was the worst time of their life. They didn’t fit. Told they were trouble. Told they were stupid. Labelled. Written off. Put in their place. They say ‘Why would I want to be anywhere near a system that does that to our people?’ The roles offered in schools to this demographic are stereotypically of a pastoral nature. Roles that often leave you helpless in being able to help those you set out to.
You may ask, well how do we improve the educational experience for these young people? There are many tributaries that are required to come together to form the ocean that is Diversity and Equity. Diversifying the curriculum, real measures being put in place to address socio-economic disadvantage, acknowledgement and extensive work on unconscious bias to address misconceptions of behaviour and attitude issues. Work with our communities around toxic masculinity, a stereotype that is persistently put forward and perpetuated in Black communities. This is not an exclusive list, there are many more tributaries that also flow into the mix.
My Jamaican grandfather would always say “Heel nevah go before toe”, and as usual, his wisdom seems apt in this situation. For us to be able to walk tall and true, we must place the heel first (school experience) before we place the toe (more Black male teachers in the profession). Improve the school experience, the perception of education for Black males will change. Once the perception changes, education becomes an opportunity rather than a threat. The realisation of that opportunity is what I believe will be the change I, and so many others, so passionately work to see.
On that note, I will leave you with 2, some may say rhetorical questions, and a third to ponder more deeply:
Are we trying to treat the symptom rather than the cause?
Do we need to remedy the experience of school for these young people to break the cycle?
How can you be part of influencing this change?
References:
Blair, M. (2001), Why Pick on Me? School Exclusion and Black Youth, Stoke on Trent, Trentham.
Coard, B. (1971), How the West Indian Child is made educationally subnormal in the British school system: the scandal of the Black child in schools in Britain, London, New Beacon for the Caribbean Education and Community Workers Association.
London Development Agency, (2004), The Educational Experiences and Achievements of Black Boys in London Schools, London, LDA.
OfSTED, (1999), Raising the Attainment of Minority Ethnic pupils, London, Ofsted publications.
Rampton, A. (1981), West Indian children in our schools: interim report of the Committee of inquiry into the education of children from ethnic minority groups, London, HMSO.
School Workforce In England, Reporting Year 2019. [online] Available at: <https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england> [Accessed 16 January 2021].
Understanding and Challenging Microaggressions
Written by Nasreen D'Agostino
Youth Education Officer, EqualiTeach
“You Don’t LOOK Like You’re Gay!”: Understanding and Challenging Microaggressions.
Although the term ‘microaggressions’ has been around for some time, it is emerging more regularly in conversations as people increase their efforts to engage in discussions surrounding bias and privilege as a result of movements such as Black Lives Matter. Therefore, it seems more pertinent than ever to understand what this word really means and the harm that microaggressions can cause.
What is a Microaggression?
The term “microaggression” has been defined by Columbia professor Dr Sue to refer to,
“brief and commonplace daily verbal, behavioural, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.” (Sue DW, et al., (2007).
In other words, microaggressions are remarks, questions and actions which are based on assumptions about marginalised groups. Microaggressions can be based on many aspects of someone’s identity, including gender, age, sexual orientation, disability, religion and race. They can be masked as compliments but are often laced with negative undertones. They can be experienced at work, school, whilst shopping, receiving health care and even at the dinner table among family members. Microaggressions can ignite feelings of alienation, hurt and frustration in those who experience them because they are so frequently and casually deployed.
Microaggressions can be packaged in such a subtle way that they can be seen as innocuous, and dismissed as less harmful than more overt acts of prejudice. However, microaggressions are founded upon a the very same set of generalisations and assumptions that underpin overt acts. For example, saying to someone ‘you don’t look like you’re gay!’ is linked to assumptions about Lesbian, gay and bisexual people and an idea that there is only one ‘set way’ of being gay. People who express microaggressions are not necessarily doing so with bad intent, but that is not a get out of jail free card. It is important to accept that microaggressions are harmful, to interrogate underlying biases and to explore how they can influence attitudes and behaviours towards marginalised groups or individuals.
What are some common microaggressions that people face?
Let’s look at five common microaggressions and examine the assumptions and stereotypes they perpetuate, and what could be said instead:
1/ To a disabled person: “I think you’re so inspiring!”
🗶 This can be patronising. Disabled people do not need to be uplifted, validated or given constant reassurances.
✔ Say nothing! Treat disabled people with the same dignity and respect you would treat non-disabled people and that is all that’s needed.
2/ To people of colour: “Where are you actually from?”
🗶 This can seem like an innocent question but when consistently asked to people of colour it is a constant reminder that you are not accepted as being really British by your white counterparts. This can make people feel othered and as though they do not belong.
✔ People may wish to share their heritage at a time that is appropriate and when they feel comfortable to do so. Everyone has a history and family background to share, so consider who is being asked the question and why it’s being asked.
3/ To someone with a ‘foreign’ name: “Don’t you have a nickname, I’m never going to remember that”
🗶 This is extremely damaging, especially when directed at young people. Since so much of our identity is wrapped up in our names, having this stripped away is extremely hurtful.
✔ Always take the time to learn how to pronounce new names. Write names down phonetically if you are finding a name particularly hard to remember or pronounce.
4/ To a female colleague: “You look so young!”
🗶 Not only can this undermine your colleague’s authority, but it also assumes that the most desirable characteristics a woman can have are those linked to her appearance, rather than those linked to her skills and character – in a professional setting this is particularly damaging.
✔ It is fine to compliment someone’s skills or ideas but refrain from commenting on looks as this is very personal.
5/ To people of colour: “You’re really articulate!”
🗶 This comment implies that most people of colour are not articulate, well-spoken or educated.
✔ It is fine to compliment someone’s skills or ideas but commenting on the way someone speaks is unnecessary.
What are the harms of microaggressions?
Some who are sceptical of the validity of microaggressions claim that it is just people being ‘too sensitive’. However, research has shown that microaggressions, ‘although seemingly small and sometimes innocent offenses, can take a real psychological toll on the mental health of their recipients.’ (Harris, 2015). Microaggressions can make environments seem hostile, thus affecting performance and wellbeing.
They can make people feel:
- Frustrated
- Drained
- Uncomfortable
- ‘Othered’
- Alone
- Angry
- Lesser
- Demoralised
- Unwelcome
- Patronised
No matter how seemingly confident or self-assured someone might be, being subjected to constant assumptions and put downs based on your identity is going to take its toll.
How can I stop expressing microaggressions?
Since microaggressions are expressions of deeply held bias which people can often be blind to, it requires a willingness to reflect and engage to unearth them. With greater understanding and awareness of these biases, people can choose not to act on them. Here are some tips for thwarting microaggressions:
i) Be constantly aware of your biases and scrutinise them. This requires internal reflection and honest conversations with yourself which might make you feel uncomfortable at first.
ii) Stop and think before you comment on an aspect of someone’s identity. Bear in mind that microaggressions are often unnecessary comments which can be easily avoided as they serve no real purpose in conversation.
iii) Don’t say or do things based on assumptions or bias. If you think that your comment or action may perpetuate a stereotype about a certain group of people, then do not act upon this impulse.
iv) Listen and be open if someone calls out your use of a microaggression. A commitment to unlearning microaggressions is a journey, not an overnight process, therefore demonstrating a willingness to increase your understanding and knowledge will benefit you in the long run.
What should I do if I experience or witness microaggressions?
- Ask for clarification as to what was meant –Asking for clarification can help someone to go on their own journey and consider the underlying assumptions and messages in their question, comment or action.
- Share the impact of what has been said/done – help someone to recognise the perspective of the target and the detrimental impact of what has taken place.
- Share your learning – we are all on a journey, speaking to someone about how you have previously got things wrong and the learning that you have undertaken can make the challenge less confrontational and support someone on their own learning journey.
The battle against microaggressions can be extremely draining for the target of incidents. Therefore, it is everybody’s duty to challenge inappropriate comments and behaviours, to reduce that burden, create environments where there are no bystanders and where everyone feels safe, included and supported.
EqualiTeach offer staff training (delivered online via Zoom) on equality, diversity and inclusion, including covering topics such as microaggressions, unconscious bias and privilege. Find out more here or get in touch.
Bibliography:
Sue DW, et al., (2007), Racial microaggressions in everyday life: implications for clinical practice, Abstract).
Harris, (2015), Vox.com, ‘What exactly is a microaggression?’ https://www.vox.com/2015/2/16/8031073/what-are-microaggressions
Kendi, I (2019) How to be an Antiracist. London: Penguin Random House.
Williams, T (2019) Psychology Today: Responding to Microaggressions: Safety First. https://www.psychologytoday.com/us/blog/culturally-speaking/201909/responding-microaggressions-safety-first
Wood, J and Harris, F (2020) Diverse Education: How to Respond to Racial Microaggressions When They Occur. https://diverseeducation.com/article/176397/
Coronavirus lockdown: radicalisation upturn?
Written by Kate Hollinshead
Head of Operations, EqualiTeach
As the world continues to deal with the coronavirus pandemic, there is increased concern that the situation will give rise to more people being drawn into extremism. The closure of schools and youth groups has meant the closure of support networks for young people, isolation from friendship groups and increased use of the internet, often unsupervised. Those adults trained to identify the possible risk indicators of a young person being drawn into extremism – teachers, healthcare staff and social workers – are no longer spending as much time with the young people in their care. With fewer people to identify the risks and with the knowledge of where and how to access support, it is no surprise that there has been a decline in Prevent referrals since the beginning of lockdown in March (Jones, 2020). Young people’s vulnerability to the messaging of extremist groups is further exacerbated by the fear and uncertainty the pandemic has brought to their lives. In March, young people’s texting service Shout reported that 25% of the messages they received were now about coronavirus and research by YoungMinds found that the pandemic has had a profound effect on the mental health of those under 25 with pre-existing mental health conditions (Venema, 2020).
To add to the concerns, extremist groups are actively exploiting the vulnerabilities of young people and the pandemic in general. Islamist extremist groups such as Al Qaeda and so-called Islamic State have used their propaganda vehicles to call for a change of venue for attacks, suggesting attacks on hospitals treating COVID-19 patients would have a greater impact at the moment, hoping to take advantage of over-burdened security forces and vulnerable health care systems. In addition, both extremist groups have suggested that coronavirus is ‘the wrath of Allah’ and damage to Western governments and economies should be celebrated (EPC, 2020). Al Qaeda publications are encouraging non-Muslims to use this time as an opportunity to learn more about their extreme interpretation of Islam (EPC, 2020) and it is thought that rising unemployment, strict quarantine measures and lockdown fatigue are key ingredients for online grooming tactics. While little is yet known about the full motivations behind Khairi Saadallah’s murder of three men in Reading in June, investigations are taking place to determine whether he was influenced by online material and whether this had taken place during the lockdown period (Sengupta & Dearden, 2020).
Far-right groups suggest that governments are using the pandemic to divert people’s attention away from migration issues, have blamed ethnic minority communities for the spread of the disease (EPC, 2020), and have celebrated reports of disproportionately high numbers of black and ethnic minority people dying from coronavirus in the UK (Dearden, 2020). The Commission for Countering Extremism has recently found that far-right activists and neo-Nazi groups are encouraging followers to deliberately infect Jewish people and Muslims with coronavirus (Dearden, 2020). Conspiracy theories such as China or the US being to blame for coronavirus, or that the pandemic is a hoax created by governments have been utilised and perpetuated by groups. The newly formed UK Freedom Movement attempted to instigate mass protests against lockdown, their stance against which has been fuelled by their distrust of traditional media outlets and the government. Leaders used social media platforms, such as Facebook, WhatsApp, YouTube and Telegram to encourage people to join their protest (Sabbagh, 2020). Indeed, there is some evidence to suggest that traffic to far-right sites has grown. The Institute for Strategic Dialogue has reported that the user base of an international white supremacist Telegram channel focussing on coronavirus grew from 300 to 2,700 people in a month (Sabbagh, 2020).
However, it is important to acknowledge that young people can stumble across information on mainstream internet and social media sites without actively seeking it. YouTube is now young people’s most popular source of news and young people now watch more YouTube than live television (BBC, 2019). This, combined with the knowledge that YouTube algorithms recommend increasingly more alternative and extreme videos the longer the user watches, which is exacerbated in turn by videos autoplaying one after another, means that it is hard to deny YouTube’s role in young people being drawn into extremism. And while some social media sites are working hard to remove extreme content when it is uploaded, the pandemic has generated a flurry of misinformation which has been hard to keep up with. The Centre for Countering Digital Hate has recently found that social media platforms are removing less than one in 10 posts spreading misinformation about coronavirus, including far-right and Islamist extremist conspiracy theories (Dearden, 2020 (2)).
The far-right have also utilised the recent outrage at the murder of George Floyd and ensuing Black Lives Matter protests to propagate white supremacist narratives online. Police forces have confirmed that there has been a rise in political activity in direct response to the Black Lives Matter protests (Townsend, 2020). In June a Burnley FC supporter, who had previously been pictured with the English Defence League’s Tommy Robinson, flew a plane with the banner ‘White Lives Matter’ over a Premier League match. The far-right have also conducted counter-demonstrations to the Black Lives Matter protests, encouraging people to join them by perpetuating ideas that their identity is under threat, stirring up community tensions and providing drink and adrenaline at a time when young people have not been able to socialise.
While police, security forces and schools remain resolute in their fight against radicalisation and extremism, this upsurge comes at a time when authorities are already under immense pressure. Official guidance suggests that if someone has a concern about a young person being at risk, they should visit the Let’s Talk About It website http://www.ltai.info/ for more information and help. Some other useful websites are below:
- Childline: www.childline.org.uk/info-advice/your-feelings/anxiety-stress-panic/worries-about-the-world
- Educate against Hate: educateagainsthate.com/
- NSPCC: www.nspcc.org.uk/keeping-children-safe/online-safety
- Parent Info: https://parentinfo.org/
- ParentZone: www.parentzone.org.uk
- Thinkuknow: www.thinkuknow.co.uk/
- UK Safer Internet Centre: www.saferinternet.org.uk
In addition, EqualiTeach has put together an e-learning course to help people understand the threat of far-right extremism, providing knowledge, skills and confidence to support people to understand what extremist groups to look out for, how they recruit online, what the possible indicators of someone being drawn into extremism are and how to access advice and support.
‘Protecting Young People from Radicalisation and Far-Right Extremism’ is accessible here: https://elearning.equaliteach.co.uk/courses/Protecting-Young-People-from-Radicalisation-and-Far-Right-Extremism
We also have an e-learning course which supports parents/carers to help children and young people to think critically about fake news and prejudice, accessible free of charge here: https://elearning.equaliteach.co.uk/courses/helping-children-to-think-critically-about-fake-news-and-prejudice
Please contact EqualiTeach to find out more about the consultancy services, workshops and training that we provide to further safeguard young people from the harms of extremism: Rachel Elgy, Business Development Manager: rachel@equaliteach.co.uk
Bibliography:
European Policy Centre (2020) In Chaos they thrive: The resurgence of extremist and terrorist groups. http://www.epc.eu/en/Publications/In-chaos-they-thrive-The-resurgence-of-extremist-and-terrorist-group~32c800
Sengupta, K and Dearden, L (2020) in The Independent. Reading Terror Attack: Libyan Suspect May Have Considered travelling Abroad to Join Islamist Group, Security Sources Say. https://www.independent.co.uk/news/uk/home-news/khairi-saadallah-uk-police-terrorism-isis-prevent-a9578031.html
Jones, H (2020) in Metro. Fears that lockdown is increasing online radicalisation amongst young people https://metro.co.uk/2020/05/13/fears-lockdown-increasing-online-radicalisation-among-young-people-12698499/
Venema, V (2020) BBC. Coronavirus: ‘It’s just anxiety, anxiety, anxiety’ https://www.bbc.co.uk/news/stories-52110460
Dearden, L (2020) in The Independent. Neo-Nazis telling followers to ‘deliberately infect’ Jews and Muslims with coronavirus, report warns https://www.independent.co.uk/news/uk/home-news/neo-nazis-coronavirus-jews-muslims-racism-antisemitism-islamophobia-a9608851.html
Sabbagh, D (2020) in The Guardian. Police vow to break up two anti-lockdown protests in UK cities. https://www.theguardian.com/uk-news/2020/may/14/police-vow-to-break-up-planned-anti-lockdown-protests-in-uk-cities
BBC (2019) YouTube is most-watched platform for young people, report says. https://www.bbc.co.uk/newsround/49261194
Dearden, L (2020) (2) in The Independent. Coronavirus: Social media firms only taking down one in 10 posts reported for ‘dangerous’ misinformation, research finds. https://www.independent.co.uk/news/uk/home-news/coronavirus-social-media-misinformation-facebook-twitter-a9547446.html
Townsend, M (2020) in The Guardian. Far-right thugs exploit Black Lives Matter movement, warns UK anti-extremism chief. https://www.theguardian.com/world/2020/jun/28/far-right-thugs-exploit-black-lives-matter-movement-warns-uk-anti-extremism-chief