Research School Network: Diversity and Inclusion: Who’s at the Table Matters How can we diversify and decolonise the primary curriculum?

Nationally, a lot of brilliant work is being done on diversifying the curriculum and the impact this can have on children’s learning, wellbeing and lives. The government’s Curriculum and Assessment Review promises ​“a broader, richer, cutting-edge curriculum that drives high and rising school standards and sets all young people up for life and work”. This is an opportunity for evolution, more developed racial literacy and a chance to actively celebrate and include the rich tapestry of experience that makes up what it means to be British.

How do we create a system that supports this curriculum development?
Look to your leadership

From a leadership perspective, who we invite to the table matters. Working on diversity, equity and inclusion (DEI) is one thing; however, if the same people are doing the work, then the quality of the outcome will be capped at their collective knowledge.

In a recent report from the NFER, in partnership with Mission 44, it is noted that ​‘some 60% of schools in England had an all-white teaching staff in 2021 – 22 and this is even more pronounced at senior level (with 86% of schools in England having an all-white senior leadership team)’ (Ethnic diversity in the teaching workforce, 2024)

As well as, ​‘Teachers of colour tend to be highly committed to making a difference in the lives of disadvantaged students…’ (Demie and See, 2022, Tereshchenko et al., 2022).’

When thinking about this work, leaders need to be clear about the language surrounding diversity, equity, and inclusion. The NFER report provides these definitions:

Diversifying

Diversifying is the act of acknowledging and valuing people’s different backgrounds and lived experiences, including race, sex, gender, age, sexual orientation, disability, socioeconomic status, and religious beliefs to name a few. It is also important to look at intersectionality, and think about how these experiences are layered and in turn mean different experiences. For example, the experience of a Black Muslim girl may be different for the experience of a White Christian boy.

Equity

The practice of equity makes sure that everyone is treated fairly by removing barriers to resources and opportunities. Sometimes this looks like putting in different inputs, in order to allow opportunity for the same outcome. We need to recognise that historically not all people start from the same place, many marginalised group have less access to the experiences and opportunities to reach their full potential. Inclusion is a verb: it is the act of making all people feel welcome and valued.

Decolonising

This is the process of dismantling colonialist power, and readjusting the lens through which we view history. It can be used in relation to the decolonisation of a nation or state or group of peoples, for example the African states after the Second World War.

With these definitions in mind, we can see that although progress is being made, there is still a way to go.

If the people doing this work come from different backgrounds, this can unite unique perspectives, strengths, and experiences, which can lead to enhanced communication, higher productivity, and increased creativity. Diversifying is as much for leadership as it is about the curriculum.

Make lived experience central

The Johari Window is a good visual representation that demonstrates why. The ​“unknown area” is where progress is made and where inviting people of different lived experiences to review, analyse and develop curriculum is the most powerful.

Those working on diversifying the curriculum must have different lived experiences. Getting different members of the school team and community (e.g., support staff, parents) involved in the auditing and the developing process can also be beneficial. This is extremely important when working to eliminate colonial attitudes, unconscious (and conscious) bias, privilege, and discrimination.

Bring the community in

The school community can be a rich resource for ensuring voices from a diverse range of experiences are heard. Quite simply, diversify the team, the practice, and the curriculum. Make links with those in your school, local, national and even international communities. Use real-life resources to inform understanding about global perspectives, such as utilising the UN Sustainable Development Goals as a platform to assess whether what you’re delivering is rooted in global development. If you’re in a school with a homogenous community, link with other schools that are not. In our interconnected world, this has never been easier.

Some final thoughts

Diversifying education is a journey, not a destination. This journey is picking up pace, particularly as the Black Lives Matter movement has gained more support in recent years and more widespread attention has been paid to the importance of true diversity and inclusion in our society. We are now at the next stage, looking at the range of people involved in reviewing, developing and assessing the curriculum to ensure lived experiences are heard and celebrated through practice and content. Put simply, who you invite to the table, matters.

References

Ethnic diversity in the teaching workforce, National Foundation for Educational Research (NFER). (2024). Available at: https://www.nfer.ac.uk/media/py4nu3eq/ethnic_diversity_in_the_teaching_workforce_embargoed.pdf.

Demie, F. and See, B.H. (2022) ​‘Ethnic disproportionality in the school teaching workforce in England’, Equity in Education & Society, 2(1), pp. 3 – 27. Available at: https://doi.org/10.1177/27526461221134291.

Tereshchenko, A., Mills, M. and Bradbury, A. (2020) Making progress? Employment and retention of BAME teachers in England. Available at: https://discovery.ucl.ac.uk/id/eprint/10117331/1/IOE_Report_BAME_Teachers.pdf