Guest blog by Ndah Mbawa, Chief Curation Officer of happiereverychapter.com and Global Equality Collective expert

Today’s world is rapidly changing; cultural, social, and technological advancements are reshaping the way we live and interact. It is now even more crucial for educational institutions to adapt, adopt and evolve alongside these transformations. The responsibility for school leaders extends beyond imparting knowledge; it includes the transformative opportunity to shape the educational experiences of countless young minds and nurturing well-rounded individuals capable of thriving in a diverse and interconnected global society.

One powerful avenue for achieving this is by embracing the concept of a diversified curriculum. Long gone are the days when a traditional approach to education primarily focusing on a narrow set of subjects and perspectives was sufficient. It is now apparent that approach would fail to prepare students for the challenges and opportunities of the 21st century. A diversified curriculum facilitates an inclusive and enriching learning environment which ensure all students thrive while celebrating the richness of human experience.

So, what exactly does it mean to diversify the curriculum? For many school leaders, who are typically time-poor, the situation can be exacerbated by a lack of expertise in what it means or takes to diversify the curriculum. In simple terms, it involves incorporating a wider range of perspectives, experiences, cultures, and voices into the teaching and learning process. We are not talking about token gestures and superficial inclusion here. This goes way beyond that and comes with far-reaching and profound benefits. Diversifying the curriculum seeks to reshape the very foundation of education, ensuring that all students see themselves reflected in their studies and encouraging them to embrace the world with open and decolonised minds.

The way in which students are exposed to a diverse array of ideas, histories, and cultures, needs to be intentional if we are to empower them to develop critical thinking skills, foster compassion, empathy and build cultural competence. A broader perspective such as this equips them to navigate the complexities of an interconnected world and challenges them to question their assumptions, explore multiple viewpoints, and appreciate the beauty of diversity. By actively including the contributions and achievements of historically marginalized groups, we send a powerful message that every student's voice and heritage matter and in so doing promote equity and social justice within the education system. This not only enhances the educational experience of students from underrepresented backgrounds but also fosters a sense of belonging and inclusion for all learners.

For years and years, the curriculum in the UK has suffered criticism for being lacking in representation of the UK’s population today. According to Demie and Harris (2019, 2020), “The British school curriculum focuses on British culture and history and ignores ethnic minorities in the curriculum”. This status quo is hardly helped by the fact that the curriculum is also condemned for being too narrow; not having enough breadth and balance. This narrowing of the curriculum takes the form of education providers cutting non-core subjects from the curriculum putting areas of secondary study like The Humanities in crisis. There is no denying that a lack of representation, diversity, and inclusivity in the curriculum can have a profound impact on pupils and pupils whether they be from minority backgrounds or not; for the former cohort, a lack of representation can slowly suffocate their right to a dignified acknowledgment of their existence and undermines the basic human need to be understood, celebrated and to thrive in a way that is authentic to who they are. For the latter, their understanding of different cultures and perspectives risks being limited and this can perpetuate inequalities and systemic barriers which could lead to the manifestation of some harmful stereotypes.

It’s a little-known fact that children start to form biases like racial bias much earlier than we think. For instance, from as early as 3 - 6 months, a baby's brain can notice racial differences in the people around them. By the time they are 2, most children have soaked up stereotypes about race and may express these in one way or another. By 4 children can directly express race-based prejudice or bias by teasing. And, by age 12, many children become set in biased thoughts, actions, and decisions. By this point, those children who go to university, are almost a third of the way into the school-to-workplace pipeline. When you consider that these are the next generation of parents, policewomen/men, judges, lawyers, politicians, teachers, and doctors, it brings home the urgency of the need to diversify the curriculum. Here are four ways that this can be achieved:

1. Consider Intersectionality

Intersectionality makes space for the fact that an individual's identity is shaped by multiple social and cultural factors, such as race, gender, ethnicity, socioeconomic status, and more. One can be Black, Muslim & disabled. Protected characteristics are not necessarily mutually exclusive. School leaders must realise the importance of acknowledging society’s changing dynamics and can incorporate intersectionality into the curriculum by exploring how these experiences and identities intersect and influence different aspects of society as a way of promoting critical thinking, challenging stereotypes, and helping students recognize and appreciate the complexity of human experiences. By emphasizing intersectionality, schools foster a deeper understanding of social justice and equity. The term coined by legal scholar Kimberlé Crenshaw, recognises that the complexity of identity intersectionality provides a framework to understand how different forms of oppression and privilege can intersect. It allows for conversation about the unique experiences of individuals who fall at the intersections of multiple marginalized identities. During my years working in a male dominated IT space, my lived experience as a Black woman was definitely different to that or a Black man, White woman or White man in the same space. Integrating intersectionality into the curriculum involves reimagining the content, perspectives, and narratives presented in resources and materials. By doing so, we can broaden the scope of knowledge, challenge existing biases, and create a more accurate reflection of the diverse world we inhabit. So, whether your strategy is to procure diverse texts by a diverse range of authors on history, social sciences etc, encourage critical thinking by incorporating multiple perspectives on topics which challenge dominant narratives/stereotypes, apply inclusive language which recognizes and respects different identities or collaborate with marginalized communities for first-hand experiences and insights on intersectionality, there is great benefit in recognising and leveraging the powerful advantages that can come from understanding intersectionality. This plays a huge part in one of the most fulfilling parts of the work we do at Happier Every Chapter. Curating diverse and inclusive children’s bestsellers on a wide range of themes/identity intersections for our monthly boxes and book bundles takes time but the sense of fulfilment it brings to find and share these stories is priceless.

2. There is beauty in diverse literature, explore it.

Incorporating literature from diverse authors and cultures into the curriculum or celebrations like World Book Day has got to be one of the most impactful ways of achieving this reform. By teaching literary works by writers of varying ethnic backgrounds, pupils get to understand different cultures, perspectives, and experiences, and develop empathy and understanding for others. Consider the work of Chinua Achebe in “Things Fall Apart” as a fantastic resource for exploring the impact of colonialism on Africa. More recently, the plethora of brilliant & contemporary work by writers like Chimamanda Ngozi Adichie and poets like Rumi and Hafiz will give an appreciation of the diversity of archetypes, forms of dialogue, and literary traditions. Not only would these expose pupils to different cultures and perspectives, but it would also allow them to explore different genres and periods. Pupils from these backgrounds in turn can use this exposure to develop a sense of self-awareness and explore their own identities and experiences, including those related to culture, race, and ethnicity.

In conducting library diversity audits at partner schools, it never ceases to sadden me how true the CLPE (Centre for Literacy and Primary Education) research findings are. The thought that in 2022, an animal or stick is twice as likely (18% vs. 9%) to be the main character of a children’s book than a minority ethnic character, honestly borders on nauseating. The lack of representation is compounded by the issue of book ownership; did you know that 1 in 5 children in the UK do not own a single book? Children’s publishing is changing with some fantastic picture book titles & lesson candidates like Anti-Racist Baby (Racial Diversity), I am Enough, Race Cars (Racial Diversity), Sarah’s Two Nativities (Cultural Diversity), What happened to You? (Physical Disabilities), Pink, Blue & You (Gender Diversity).

3. Remember that history wasn’t only created by folk from a monolithic background.

Largely, the history curriculum in the U.K. is Eurocentric and often neglects the contributions of other communities, cultures, and civilizations; a process which serves to devalue and/or dehumanize these communities. Teach diverse history to offer pupils a more nuanced understanding of the past and its impact on the present. In my daughter’s school, I was encouraged to hear her Year 8 class was asked to do a project on the contribution of the Askaris (African soldiers mainly from Tanzania, Burundi & Rwanda) during World War 1 when Commander Lettow-Vorbeck led a small army (11000 Askaris and 3000 Germans) in German East Africa against the Allied Troops in the battle of Tanga. On a personal note, my maternal great-grandfather died in the Cameroonian Campaign of WWI but at school I was never taught about any soldiers from Cameroon (then Kamerun) contributing to the German war effort. A thought for when the next Remembrance Day celebration comes along endeavouring to name names and not just mention the soldiers as numbers or collectives. It struck me how much this is needed when I spoke on Tapping into the Goldmine of Intentional Inclusion at a Teachers and School Leaders Conference in Gateshead and realised this contribution was news to a majority of the delegates in the audience.

Centre, spotlight and amplify scientific breakthroughs, artistic contributions, and societal advancements like that of the Windrush generation & generations of Indian descent as part of the History curriculum as a more authentic representation of how other communities contributed to the Great Britain of today.

History lessons would not be whole without the inclusion of contributions by people with other protected characteristics. The work of disabled trailblazers such as Ralph Brauna and Sir Richard Hawkins in mobility devices and Physics respectively cannot be ignored. Additionally, lessons highlighting the work of inventors and innovators within the LGBTQ community like Alan Turing who was vital to WWII code-cracking success, Tim Cook Apple CEO, and Sally Ride, the first American woman to go to space are just a few to name.

4. Promote cultural exchange & engage with diverse local community groups

Cultural exchange programs can be impactful by bringing pupils from different backgrounds together to learn about each other's cultures, traditions, and beliefs. PHSE lessons present an ideal opportunity for this. Inviting speakers who may be career or business leaders from diverse backgrounds or local minority ethnic community groups to talk about their experiences living and working in the UK and/or abroad is a powerful way to engage pupils especially those of similar backgrounds. International festivals, heritage days, or cultural awareness weeks offer perfect opportunities to involve and engage the local community. By sharing their traditions, students get to experience an authentic first-hand display of diverse cultural practices, music, dance, and cuisine; fostering an appreciation for diversity and encouraging cross-cultural connections.

Having discussions on diverse issues such as racial justice, gender equality, and LGBTQ+ rights, will provide pupils with the tools to engage in dialogue and be inspired to promote social justice. Exposing pupils to perspectives on mental health and well-being is a good opportunity to show that while different in some ways, in a lot of ways our experiences are shared by others. Schools that for example teach mindfulness practices from different cultures or explore how different communities approach mental health can help pupils to understand the diversity of human experience. Food tech can also be a practical way of engaging other community groups. If instead of going to Waitrose or Asda to buy ingredients for a pasta bake recipe for a food lesson, pupils had to go to a local Afro-Caribbean shop to buy ingredients for an Ackee & Saltfish dish, not only would that be of economic good to a local business, it would also sign-post the school as being intentionally inclusive and educate some pupils who might have otherwise never visited an Afro-Caribbean shop.

Take food tech practices one level up and introduce a diverse and inclusive set of meal choices to the school restaurant menu. Prawn crackers, for instance, are cheap, popular, and available all year round not just during Chinese New Year.

If the addressing of biases and stereotypes is to hold much more sway than a fad, such initiatives need to have champions who represent and can relate to those with protected characteristics but most importantly have sufficient clout to hold educators to account. School governors, inspectors, and parent-teacher associations come to mind. If a body of school governors has little or no understanding of the lived experience of marginalised people, with the best of intentions, their endeavours will struggle to deliver authentic impact.

It has been said that the illiterate of the 21st century are not only those who are unable to read and write, but also those who are unable to unlearn and relearn. We must commit to do better and bring education to the 21st century. Being inclusive is our collective responsibility, a moral obligation. Consider for a moment the outcome in terms of a sense of an improved sense of belonging, engagement, well-being and attainment amongst staff and students if every member of the teaching staff and leadership team thought and acted like you? You soon realise that the power of “we” in our collective effort truly starts with “me” in the individual effort. As clichéd as it might be, it is true that we should be the change we want to see in the world.

Ndah Mbawa

Chief Curation Officer and Global Equality Collective expert

www.happiereverychapter.com