Living history of teaching by Black British teachers in England and Wales

Richards, Malcolm; London-Miyo, Camille

Abstract

Whilst classrooms across England and Wales are becoming increasingly diverse, the teaching profession is dominated by a monoculture that reinforces the concept of whiteness. The post pandemic and post-movement for Black Lives period (2020-present) has resulted in increased dialogue around themes of social justice and anti-racism in teaching, teacher education and teacher
development. However, government and industry-led responses appear to simultaneously reject extensive mainstream evidence of systemic or institutional racism, whilst reinforcing conditions
which promote the dominance of white-majority practitioners. There is limited contemporary research which considers reflections of Black [British] teachers in relation with developing professional identities, with a focus on transforming teacher education and development, assessment, curriculum, teaching cultures, social experiences, and career guidance (sponsorship, mentorship, and coaching).

There is even less which considers how the professional lives of Black [British] teachers are impacted at various intersections in relation with racial, ethnic, gendered, or cultural identities. Using a funds of identity ethnographic approach, this research project seeks to capture the professional narratives of twelve teachers who self-identify as Black [British] and have worked in schools in England and Wales over the last thirty years. It represents one of the few research projects that will be written, shared, and told by Black British researchers, teachers, and initial teacher education students themselves. This research proposal uses the term Black [British] throughout (with the deliberate use of upper-case B) to describe any peoples who self-identify as of African descent, which including from across the global African diaspora, or from the continent of Africa, who are geographically located across England and Wales. This research proposal is distinctive in seeking to explore the reflections of Black [British] teachers upon how their professional lives are, or have been experienced, in their own words. This research will focus equitable attention on analysing reflections from Black [British]
teachers as an intergenerational, intercultural, and intersectional community of practitioners who have been at the front lines of discourses of racial inequality, structural advantage, and discriminatory and disproportionate employment conditions. This research proposal will also build upon research in which the epistemological and ontological experiences as teachers who identify as Black [British] are considered in relation to a social justice-led pedagogical transformation of teaching, teacher education, and teacher development experiences for all.

Citation

Richards, M., & London-Miyo, C. (2022, July). Living history of teaching by Black British teachers in England and Wales. Presented at Equity in Education Conference, London Southbank University

• Presentation Conference Type: Lecture
• Conference Name: Equity in Education Conference
• Conference Location: London Southbank University
• Start Date: Jul 15, 2022
• End Date: Jul 15, 2022
• Deposit Date: Oct 21, 2022
• Publicly Available Date: Oct 21, 2022
• Keywords: funds of identity, Black British, teachers, teaching, teaching education, teacher development, life histories, narratives, social justice, anti-racism, professional lives
• Public URL: https://uwe-repository.worktribe.com/output/10037640
• Publisher URL: https://www.eventbrite.co.uk/e/annual-equity-in-education-society-conference-tickets-327949364377?aff=ebdsoporgprofile
• Additional Information: Co-developed with Camille London-Miyo (Stephen Lawrence Research Centre, De Montfort University Leicester: UK)