I start this blog with a video of some google searches I performed.

Recently I have had lots of conversations with people around the term ‘white supremacy’ (Dr Di Angelo deconstructs the term far better than I can). I know the term conjures images of burning crosses and white hoods. White supremacy, is anything that supports the structures and systems which in turn hold back people of colour from the fruits of their endeavours, as educators how do *we* engage in white supremacy?

1. Not checking our privilege and bias.
2. Omitting the successes of people of colour  .
3. Not supporting people against the grain of oppression.
4. Engaging the white saviour complex.
5. etc.

Let’s delve into the source of the issue. We live in a world where the achievements of white, middle class, males, cis, heterosexual, etc. are celebrated and the achievements of others omitted. This has the impact of inculcating our minds towards this way of thinking. Many of us, I hope, would rebuke at the thought of denigrating the achievements of others and discriminating in our actions.
Recently I sat with a group of amazing (mainly primary teachers), this very same conversation arose when questioned about the last time they used a person of colour in their lesson as a figure of success. I was greeted with silence (in this case there was alcohol involved however this is relatively common).
Personally, I ascribe to the label of Global Majority over BAME, this is because, believe it not, there are more non-white (a microaggression in itself) than white people. Is this reflected in our lessons in our various curricula? If you can’t think of people of colour in positions of success I would suspect you to have been inculcated into the same mindset through similar ethnocentric curricula through your informative years in school.

Photo Credit: @Rondelle10_B

Talking about microaggressions – at a recent educational event I prominent head teacher talked succinctly about cognitive load theory, the quality of the presentation was top notch. She continued to show a slide of what you are seeing and then what your students are seeing, in Mandarin script. Yes, the majority of pupils in the UK would not understand the Mandarin script; However, this denigrates the experience of those who do, it ‘others’ them.

There are numerous examples of omission and microaggressions, here are a few;

1. Modern Foreign Languages, who decides what a modern foreign language is? are Hindi/Arabic/Yoruba/etc. less useful than French, German or Spanish? I have had pupils describe their home language, their mother tongue, the one they actually think and dream in, as useless.

2. History – the omission of the numerous and vital roles of PoC, coupled with the hagiography around (openly white supremacist) figures such as Churchill.

3. Science – the achievements of the Muslim Arabian astronomy, etc.

4. One for the wider world, why are bandages and plasters, white and pink in colour? Remember more people of colour than people of no colour (financially this can’t be a reason)

5. The list goes on

I could debunk some of this through an interrogation of the BAME/gender pay gap, the initial results of the REC, the numbers of university pupils dropping out of their undergraduate courses due to overt racism, job applications from a non-traditionally British name, disproportionate numbers of black Caribbean pupils having their education dumbed down (https://www.bbc.com/news/education-47240580), etc. But that is for another day.

Some of you reading this right now will be shocked and question if this is the case. This may be due to the fact we are told that we live in a meritocracy it is prevalent British value and the tenets of our society. We judge people on merit.  To suggest otherwise rock the foundations of ourselves and the society we have built. This is natural. Dr R Di Angelo refers to this as ‘white fragility’ (https://libjournal.uncg.edu/ijcp/article/viewFile/249/116), where the label of ‘racist’ or ‘white supremacist’ is so important that they supersede self-reflection and growth. It is our duty as educators to let this get in the way of improving ourselves and the lives of those we serve.

That, in a roundabout way, brings us back to the title, what is ‘White Supremacy’? What is ‘racism’? I understand that these words are synonymous with good people and bad people binary. This polarised view is rarely helpful. Now when someone calls me a misogynist, antisemite, Islamaphobe, etc. I no longer take it as this personal slur or as someone calling me a bad person, I simply reflect where I am on the spectrum of oppression.

Racism isn’t about singular abhorrent act rather it’s an epistemology (your method of gathering knowledge) which causes the systemic oppression of people of colour, the same can be said for all protected characteristics. Here we should discuss the different intersections of class, gender, colour, etc. but my definition is a simplification of the individual journeys. However, it serves as one that is pragmatic and a great starting point.

The recent interviews with Angela Smith and Liam Neeson are an example of the consequences of systemic white supremacy, yet people will get caught up in the nuances of the act. This serves no one and does not even acknowledge the causes or remedies to the issue.

I will say it is impossible to grow up in a system which schools you and not feel its impact. Yes, that includes me, of course, I personally forward/promote a whole supremacist agenda, I went through years of training (schooling/media/working life) and I’m trained in its propagation. However, it is my duty to retrain, unlearn and undo the damage caused or I will fall into the box of becoming discriminatory.  I urge you all to do the same.

The aim of this blog was to make us all uncomfortable, hopefully, that energy will spur you to reflect and grow toward anti-racism.

Growing up in the UK. As a man of colour, I had gone through the British system of primary, secondary and sixth form education. It was at this point someone first asked, your father is Indian, what did the Indians ever do for modern society. I honestly didn’t have an answer.

I searched for personal heroes and then I searched for successful people, the only person that came to mind was Gandhi, but surely the second largest nation on the planet must have produced successful people and achievements that changed and contributed the world. As a part of the British Empire, my father’s birthplace must have contributed to the country I call home.

I search through my memory and found very little. Although what I did realise is that my brain was riddled with white middle-class males in positions of power and success. You’d think that they have a superior genetic and gendered advantage in our meritocracy.

As an 18-year-old going to a Russell group university was the point where I never have felt more inferior. Oppression, in this case, is subtle, structural and systemic. The British education system and the wider context systematically denies and omits the achievement of people who don’t fit the atypical image of a British citizen.

Let’s be clear, Britain is built upon the blood, sweat and tears of those in its the empire. As a Londoner, I reap the rewards of years of the empire. Yet we deny their voices, their names are rarely uttered never let alone in reverence and gratitude.

Upon leaving university, wanting to make change, I entered the teaching profession. With the aim of propagating the truth, actually enriching the curriculum with the myriad of colours which make and made modern Britain. What I found was resistance from those in educational power, I guess where I grew up in a system which denied the achievement of people of colour through a system of omission.

As the British culture led to my inferior self-view, subsequently they grew up in the system which made them feel superior.  This brings me the ethnocentric curriculum which indoctrinates young people, us, towards an epistemological viewpoint which endorses the same view of white (Great British) superiority.

Through our history lessons we are often taught about the US, they came and rescued the allied forces in World War 2. How many soldiers of the empire fought and gave their lives? Did the greatest volunteer armies ever formed (in history) not play a part in the great wars? Well not according to my mind, and I suspect the minds of countless pupils, inculcated through the culture and community which raised us.

The current and past anti-immigration rhetoric is based around an us and them philosophy, the othering is a necessary part of collective which seek to propagate and ensure longevity. People often told what Britain did for the empire, I’m not to debate this here, but people are rarely ready to embrace the converse.

Hence I am in support of any program which recognises the contribution of people of colour, whether that be in education or the wider world.

#Banknotesofcolour is one campaign I would urge everyone to get behind. People of colour built, fought and died for his country. It’s time to stand up and recognise them. This is Noor Inayat Khan, if you don’t know who she is, follow the link below.

https://www.telegraph.co.uk/news/2018/10/16/new-50-note-must-become-uks-first-bank-note-feature-ethnic-minority/

Most leaders are endowed with a core purpose and vision which are relatively radical and dissident. To climb to the top of an organisation this is almost a prerequisite. I have often heard people say we must be strategic in moving the culture towards the ultimate vision, once people have ‘bought in’ change will follow naturally.

However, sometimes it is time for action. Waiting for individuals to buy into a culture is not an option when damage is being done while we wait and attempt. Direct action here is the only option.

I’m old enough to remember being in the pub when a patron grabs his car keys, jingle them out of his pocket and the barman proclaims ‘one for the road’, this was the norm. The idea that any of my friends or myself would even entertain drinking and driving is not only an aberration but is worthy of disownment.

Another example would be the UK smoking ban (in public places), everyone knew the well-documented dangers of smoking and whether personal or passive. We have known for decades yet nothing changed regardless of the posters, the adverts, the burns and butts.

Today if you light up a cigarette in a restaurant, even the smokers in the room will tell you to put it out. What happened?

In both of the above scenarios, the change came because sanctions were in place and culture followed. Severe consequences pulled the collective mindset towards the visions. The damage was so great, that it was deemed that the conversion period was too long.

That brings me to society today. In my own educational context,

1. In 2016/17, pupils from the Traveller of Irish Heritage and Gypsy/Roma ethnic groups had the highest rates of both temporary (‘fixed period’) and permanent exclusions
2. Black Caribbean pupils were permanently excluded at nearly 3 times the rate of White British pupils.
3. Across the broad ethnic groups, Black and Mixed ethnicity pupils had the highest rates of both temporary and permanent exclusions
4. Black Caribbean pupils are educated in pupil referral units at nearly four times the expected rate. (London)
5. Gypsy / Roma children are consistently overrepresented in exclusion figures, as are children eligible for Free School Meals and Looked After Children.
6. London schools have seen a 26% increase in exclusion rates in the last three years.
7. Pupils with Special Educational Needs (SEN) are also overrepresented, accounting for 14 per cent of the pupil population but 42 per cent of exclusions in 2016/17.

Anecdotally through my career, I have heard these phrases used commonly from teachers, bear in mind I am a man of colour,

‘*They* use that word in songs’

‘The Asian kids are all related because they sleep with each other’s brothers and sisters’

‘Their parents don’t care about them, why should we shoulder that burden’

Is it not time we did something about exclusions from mainstream stream schools? It is not damaging enough for the pupil whose chances of achieving 5 GCSE’s drop to 1%. This is from the standard,

“Every day, 35 students (a full classroom) are permanently excluded from school. Only 1 per cent of them will go on to get the five good GCSEs they need to succeed.”

Isn’t it time we put in serious sanctions to organisations excluding at these rates, in some cases, the most vulnerable pupils? Or is it left to society to pay the price, when these pupils end up incarcerated or unable to gain purposeful employment?

When is it time that we see ourselves as servants in servitude to society and the children we serve? And those who do not see this, need to face sanction and their culture will fall in line

Reference

1-3 https://www.ethnicity-facts-figures.service.gov.uk/education-skills-and-training/absence-and-exclusions/pupil-exclusions/latest

4-7 https://www.london.gov.uk/about-us/london-assembly/london-assemblys-current-investigations/getting-behind-secondary-school-exclusions-statistics

https://www.standard.co.uk/news/london/london-students-highlight-school-to-prison-line-on-gcse-results-day-a3918846.html

‘White Supremacy’ those words hold power, an emotive language which evokes a picture of white men in hoods with burning crosses, or the brutalities of chattel slavery. Recently I have been advised to stop using such language as it has the tendency to shut down peoples propensity to listen as people become defensive and reject reason.

‘White Fragility is a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves. These moves include the outward display of emotions such as anger, fear, and guilt, and behaviours such as argumentation, silence, and leaving the stress-inducing situation. These behaviours, in turn, function to reinstate white racial equilibrium.‘ (Di Angelo 2011)

If you (regardless of race) act (or use discourse) in a way that serves to reinforce the existing structures which oppress people of colour, you are promoting a white supremacist agenda.

I Don’t See Colour

Gillbourn (2000) Discourse and Policy – Chapter 2 – Racism and Anti-Racism in Real Schools.

The only time any discourse should be deracialised is in the bottom right quadrant! ‘I don’t see colour’ ‘I only see people’ this ‘Colour blind’ rhetoric often falls into spurious de-racialisation. This only serves to reinforce the structures of power which lead to the existing norm.

‘White fragility and privilege result in responses that function to restore equilibrium’ (Di Angelo, 2011). That equilibrium restores white superiority and the norm, the current systems, like it or not, hold people of colour down.

‘President Donald Trump said Friday that European leaders “better watch themselves” because immigration is “changing the culture” of their societies’ CNN

Lady Olga Maitland (Conservative UK) stated:

We should not allow non-believers to undermine our traditions… It is a tragedy that the teaching of the Christian faith has become woefully neglected in the face of multiculturism which is promoting minority faiths at the expense of Christianity. (quoted in CRE/Runnymede Trust 1993)

Although the words race, racist, black, white, etc in statements such as the above are not explicit. It is not difficult to see that this leads to the othering, this is the highlighting of the lack of decency of non-followers in the idolisation of the national collective.

I’m Not A Racist You Can’t Say That To Me.

You do not need to think of yourself as superior – you do not even need to dislike or blame those who are so different from you – in order to say that the presence of those aliens constitutes a threat to our way of life. (Barker 1981:18)

I am not a fan of the term unconscious bias (see blog), however, here I must concede there are elements of racially motivated action which seek to restore the norm. I’m not convinced that any of these shifts or microaggressions are deliberate.

Di Angelo 2011 argues when challenged within educational programs, and I would expand this to the wider world, that “common responses [to challenges to orthodoxy] would be anger, withdrawal, emotional incapacitation, guilt, argumentation, and cognitive dissonance (all of which reinforce the pressure on facilitators to avoid directly addressing racism)”

Anger towards the non-congruence caused by personal evaluation and external stimuli is due to human being’s fear of embracing that uncomfortable truth? This does make it difficult for these individuals to even reflect or even consider the concept.

Entitlement to Racial Comfort

In the dominant position, whites are almost always racially comfortable and thus have developed unchallenged expectations to remain so (DiAngelo, 2006b). This is further compounded by Bordieu concept of habitus (1993), where systems seek to reproduce a societal subjectivity which ultimately impacts on the actions of those within it.

As a result, we see the existence of the white saviour complex, The racial norm, looking at the entertainment industry. Bear with me, this is a little random and a probable blog for another day.

Let’s talk protagonists, Tarzan a white male lost in a jungle develops the ability to talk to the animals, the indigenous people don’t have this ability although they’ve been there for thousands of years. Next, Django Unchained, other than the obvious explicit racist overtones in the film, can someone explain to me why there is a need for ‘Dr King’ (the white saviour of the black slaves, named ‘Dr King’, I know).

Within education, this is has percolated into the inculcating nature of the curriculum with the lack of diversity and the colonisation of the curriculum (see blog). Ask yourself who discovered Australia? Who discovered the Americas? Where was modern mathematics, algebra, medicine, universities and hospitals first devised and conceived?

Which leads me to the various photos of poor starving African children in assembly slides along with their white saviour charity workers I have been subjected to. White people are not the saviours of people of colour, the white man’s burden (Kipling) is a lie told to justify colonisation, abuse and to alleviate empire guilt.

This all leads to further oppression or the continuation of the kyriarchal structures.

Therefore, I shall not be mute and nor should anyone else who claims to be anti-racist. In not challenging the habitus leads to society to acquiescence back to the norm, back to the oppression.

Call white supremacy out, be brave, cause dissonance, take people from habitus to hiatus and ultimately do what is right.

This blog was originally written for the Womened blog. If you agree with anything in this blog, I would advocate following and supporting the movement. @Womened

http://womenedblog.wordpress.com/2017/11/07/he-for-she-call-to-arms/

Why?

I don’t believe in a world where women are treated differently men, a world where your ‘gender’ plays an integral role in predicting the story of your life.

As a member of the global majority (non-white), I have been asked on numerous occasions why I identify as a feminist? Why indeed? It is true that within many Asian cultures, for a multitude of reasons, women are not treated with the same level of respect, dignity and basic humanity as their male counterparts. However, whilst it is a ‘different’ form of discrimination in Western culture, there is discrimination none-the-less.

As a member of the global majority (non-white), I have been asked on numerous occasions why I identify as a feminist. How does a man of colour, fighting his own demons, understand the oppression of women as a whole? The answer is simple, I don’t understand.

In Western culture, there is still a blatant level of disregard for the ‘female’ gender. At present, in Western culture, in particular, there is a highly toxic culture of male sexism and predatory behaviour that has been allowed to grow as a cancer in society. This has been allowed to spread because of fear, privilege and the ‘violence in silence’. The discrimination against women is a global, world issue that we all play a part in.

So how does a man of colour, fighting his own demons, understand the oppression of women as a whole? The answer is simple, I don’t understand. Why am I concerning myself with an issue that I’m not and never will be a victim of then? Well, when you yourself have faced discrimination and have learnt to deal with its sharp sword face, it’s your duty to challenge, ‘speak-up’ and show solidarity where ever you see inequitable treatment. If we only ever stand firm against things that directly ‘affect’ us then society will only become more and more insular and less human. At the end of the day, we are human beings first and foremost – we are both the cause and the cure.

When you see injustice it is your duty to act without the fear of consequence (originally from the Bhagavad Gita but adapted by my father Mr A. C Patel). All very well sitting and recognising that something exists but that is not enough, direct action so this is a metaphorical call to arms.

The social inequity with respect to gender is stark. Some high profile cases such as the shooting of Malala Youzafzai and the kidnapping of hundreds of school girls by Boko Haram to the disgusting misogynistic and inexcusable behaviour of Harvey Weinstein is now relatively well known within society. Shifting the lens to the education profession alone, I really shouldn’t have to point out that although there is a significantly greater proportion of females within our profession, they are considerably underrepresented when it comes to leadership positions. Sadly, many fellow men are yet to realise their privilege and most importantly, use this to redress the balance.

‘And with great power (of privilege) comes great responsibility.’

However, I struggle with the image of a ‘he for she’ in education; what does one look like? Moreover, how does one act? It’s not the place of men to dictate which actions should be taken when trying to support women; this leadership should come from women.

What ?

Enough of the why. On to the what. Six months ago, Women Ed announced their Unconference 3 and expressions of interest were requested. I knew I wanted to contribute. I am so grateful to this organisation as the people within it and what they stand for have made me a better leader, practitioner and person overall.

And from this emerged: a charter, a pledge, guidelines on ‘how to support’ (all crowdsourced through Twitter interactions), an @2ndaryrocks chat, one to one/group meetings and a workshop at the Unconference all, solely for ‘he for she’ or men supporting women.

This is what came out.

Recruitment and CPD

1. Adopt blind recruitment practices – HR to remove names or genders from application forms. Remember unconscious bias exists, gender equity is never about lowering the bar but allowing everyone the opportunity to jump.
2. Actively dispel presenteeism by celebrating impact over attendance.
3. Appreciate the value of flexible, part-time and job share opportunities. Weigh the words in advertising for all positions. Having the view that one person is better than two is archaic and we’re probably missing out a heap of talent out there.
4. Part-time is no bar to internal promotion to leadership positions. See point 2.
5. To stop pigeonholing teachers into gendered roles, suggesting women are always suited to pastoral roles and not behavioural specialists.
6. To develop women’s confidence, with the use in school coaches. Women are generally more reluctant to apply for leadership roles sometimes they need the support of the school to put them in a position where they feel confident in applying.
7. To consider taster opportunities of part-time and job share leadership roles. This is will give all parties involved a taste of the advantages of part-time/job share positions.
8. Supplier vetting for gender equity i.e. CPD companies. If a supplier cannot show they value gender equity. If a CPD provider cannot involve one woman into their INSET day program. Do we really want them in our schools?

Governance

1. Governors are to be made aware of gender inequity possibly through unconscious bias training/ CPD. Governance is about holding school leaders accountable and we have to skill governors to do that effectively.
2. Governors to be linked to students and staff (gender/race/LGBTQ/etc)
3. An attempt to make governing bodies more representative of society with a 50 50 gender balance. Male-biased governors may find it difficult to acknowledge privilege within their own ranks.

Pupils and Curriculum

1. To teach universal values and critique gender based ones.
2. To teach an equal opportunities curriculum.
3. To consider teaching in gender-segregated groups (specifically PE lessons).
4. To promote only gender-neutral physical learning environment (display boards, etc.)
5. To develop critical thinking around gender issues for pupils.
6. Gender par guest program. Attempt a one for one policy. One male followed by one female and so on. Especially pertinent when involving our pupils if we continue to show pupils that men are always the inspirational people in power this becomes and self-fulfilling prophecy, leaving girls feeling inferior and boys feeling superior. (reword this)

Effective Use of Privilege

1. Refusal to speak on all-male panels. This is a direct use of our privilege as it will force organisers cannot find at least one qualified female to talk on the panel.
2. To call out gender inequity when we see it whether that be with the pupils, parents, staff or governors. This is difficult but necessary. Colleagues need to be challenged if making sexist statements such as “but boys will be boys” and referencing female staff as girls – would you refer to male staff as boys?

If you’re a man reading this, review the list and recognise whether you are in a position to make the above changes; if you are, you’re in a position of privilege and you should. It’s your duty to use your privilege to try to make change.

This is not a finished job. It’s a beginning, not an end.

Any other ideas, thoughts?

Could a wordsmith out there polish the ideas into a snappy, ready for action list?

*Caveat

I am privileged as a heterosexual, able, cis male (no doubt I have missed some of my privileges here). Society bestows an invisible power upon my shoulders. With that being said, this and every other action I take is, I hope, with the recognition of that privilege.

If I overstep, I’ll be glad for someone to please put me back in line.