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'Black' English:
Confused |
'Black'
British and English?
6 September 2004
In a recent New Nation article Henry Bonsu stated the truism
that;
“our kids are not going wayward because their
‘black’ – it’s because they’re
British.” He continued “I know of no-one
who’s been sent home for an education who has come
back and gone the way of some of their peers.”
We maintain our stance that in the absence
of teaching an Africentric culture of their own, our young
people will continue to be assimilated by a destructive materialistic
urban street culture based on a Eurocentric vision of what
it means to be ‘black’.
The national curriculum dictates that all schools have a legal
responsibility to develop our children’s spiritual,
moral and cultural development this means it is essential
that African British History is a mandatory subject for all
pupils. Until this occurs, we believe supplementary schools
are essential for the majority of our children.
Click here
to listen to the disturbing effects of ex pupils with cultural
disinheritance syndrome
(Community radio devate, 29 August 2004)
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LSBC 2004:
Reaching...
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11 September
2004
LSBC 2004: Reaching for the stars -
A Review
Whilst it was disturbing to receive literature from the House
of Commons describing this year’s event as ‘bigger
and better’ than ever, in truth that is exactly what
we received. Dianne Abbott started the proceedings with a
call for a minute of silence for the victims of Hurricane
Ivan, but amazingly ten seconds later she continued on, first
with a speech outlining her priorities on education and then
by introducing guest politicians many who quoted statistics
and amusing anecdotes to a largely suspicious and cautious
audience.
Unsurprisingly enough it was the presentations
by the non politicians who delivered the most passionate,
informative and sincere presentations. Garth Crooks, Kwame
Kwei-Armah and Lee Jasper delivered powerful speeches often
bringing the audience to its feet with a strong mix of cultural
values, common sense, consciousness and sometimes political
rhetoric. However, it was Grace Ononiwu who delivered the
most honest, heartfelt, and community empowering speech. Her
telling of how our parents Africentric cultural values, backed
with determination and a strong will to succeed was inspirational.
Her message set an achievable example for which our families
can follow to prevail against a commercially influenced ‘urban
street’ culture.
The conferences public recognition of pupils and supplementary
schools who had set and achieved high standards for themselves
were very welcome. There were also several workshops available
for delegates to participate in. A good example was the workshop
hosted by Afroice – the Parent and School Governor Network
which managed to deliver positive results despite being filled
to capacity. Interestingly this also highlighted several of
the conferences major flaws.
The first was that more time had been allocated
to the plenary sessions than the workshops. The first workshop
sessions were reduced to 45 minutes after CRE chair Trevor
Philips delivered an ebullient speech including rhetoric that
irresponsibly used the N Word whilst he defended Dianne Abbott’s
choice of schools for her son, chat about racism in the police
and lectured us on the government’s plans for the commission
for equality and human rights. This reduction to workshop
time was hugely disempowering for parents who actually attended
to get work done.
The second and most likely deliberate flaw
was that there was no question and answer opportunity given
to the public to scrutinise panel members. Ultimately this
was reflected by some of the disruptive political overspill
into various workshops.
Finally the focal point of event seemed to
focus predominantly on teachers and in some instances created
a counter productive climate of blame storming. Grace, Garth
and Kwame all highlighted the need for greater parental involvement
to instill empowering cultural values, counteract racism,
raise aspirations and expectations, and engender a climate
of partnership with schools.
Despite the subsequent myopic media reporting
on ‘gangsta rap’ the event highlighted the fact
that the problem of lower academic achievement in our community
has no single one size fits all solution. Lee Jasper made
the point that at the current rate of progress we would not
see change in education till 2055. Although schools have a
legal responsibility to develop our children’s spiritual,
moral and cultural development many don’t. Therefore
it is our collective responsibility to recognise that if they
won’t do it, then we somehow must.
Click here
to read the LDA report and recommendations.
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Hackney Museum:
Paid to Slave? |
30 June 2004
Enslaved, raped and murdered, all in a days work at Hackney
Museum
Hackney Museum has refused to correct racially offensive
labels attached to its exhibits of Africans forced to make
their home in Hackney. The museum solely refers to the enslaved
Africans as blacks, servants, negros or slaves. In one example
there is a label that reads Africans were ‘employed
as slaves or servants’. Africans were inhumanely enslaved
and forced to work. There was no professional, legal or
humane contract exchanged as we would expect in a legitimate
employer/employee agreement. To suggest that these African
people were ‘employed’ is an attempt to legitimise
what was a barbaric and inhumane practice of enslavement.
When we brought this and other issues to the attention
of one of the Museum attendants we were advised that it
would be a costly procedure to replace all the text and
that our queries should be forwarded to the curator. Erica
Davies the Head of Hackney Museum has said ‘the many
community groups we have consulted, and with whom we have
collaborated have not complained. Your complaint is the
first of this nature we have received from among our over
80,000 visitors’. We find it very concerning that
Hackney Museum through it’s Education Service is responsible
for perpetuating these inaccurate and offensive labels to
schools.
Click here
to read our original complaint (7 May 2004)
Click here
to read their response (10 May 2004)
Click here
to read their follow up response (26 May 2004)
Click here
to read our follow up response (7 June 2004)
Click here
to read their second response (30 June 2004)
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Africa:
Colonialism (1945) |
23
July 2004
African British History in Curriculum
We believe that history should be a mandatory subject in
all schools for all pupils. The study and learning of African
history is vital to redressing adverse representation
of our community and to tackling racism informed by ignorance
and lack of awareness of the contribution made to Britain
by millions of forcibly enslaved African people.
Click here
to read our letter to David Miliband, Minister of State for
School Standards
Click here
to read the DfES Response |
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Empire:
Neglected? |
Empire...
a spent force for good?
On 12 July 2004 the front page of the Daily Telegraph reported
that Ofsted feels the history
of the British Empire is being neglected in schools. Over
the past few months there has been much debate about abandoning
multiculturalism and reasserting English culture. The Daily
Telegraph article advocated that the need for the teaching
of Empire in schools so that ‘it explains why Britons
of African, Asian or Caribbean descent are inheritors of a
common nationality and culture’. |
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London
Schools 2004:
Reaching for the stars |
London Schools Conference III: Reaching
for the stars
September 11th has been chosen as the day for us all to
come together and attend the Mayor
of London and Diane
Abbott's third London Schools 'Reaching
for the stars' Conference, being held at the Queen Elizabeth
II Conference Centre, Westminster.
This year's conference will report on the
achievements made tackling the issue of continuing inequality
in the educational attainment of African British pupils. The
aim is to ensure this issue stays on the agenda. It will also
offer the opportunity to celebrate the achievements of those
working in education to address this catastrophe and seek
to inspire others to make their own personal contribution.
Dianne Abbott gives a related interview in the Summer 2004
edition of the Nex Generation magazine.
The conference will be opened by the Mayor of London, Ken
Livingstone. Speakers will include Diane Abbott MP; Department
for Education and Skills Minister Stephen Twigg MP; Trevor
Phillips, Chair of the Commission for Racial Equality, and
special guest speakers from education and the media.
How to book
Write to:
London Schools and the Black Child 2004
c/o Diane Abbott MP, House of Commons, London SW1A OAA
Tel: 020 7219 4426
Fax: 020 7219 4964
Email: lsbc@hush.com
Please note the closing date for registration
is Friday 3 September 2004
Saturday 11 September 2004
9am 5.30pm
FREE entry
Queen Elizabeth II Conference Centre London SW1
Dianne Abbott gives a related interview
in the Summer 2004 edition of the Nex Generation magazine |
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Mixed
Heritage Education:
African and European History? |
The DfES
has recently release two research papers which should be of
interest to many parents within our community. The first examines
the profiles of Higher
education minority ethnic students and graduates. The
second is entitled Understanding
the Educational Needs of Mixed Heritage Pupil
In the latter, demographic data reveal that mixed heritage
pupils are the largest growing minority ethnic group across
England as a whole. The largest group are those of European/African
Caribbean background who number 60,635 nationally with 22,327
or 7.3% pupils at Inner London schools. The key findings of
this report are the attainment of European/ African Caribbean
pupils is below average, the attainment of European / African
pupils is similar to average in primary schools and slightly
below average in secondary schools and the attainment of European/Asian
pupils is above average.
The key barriers to achievement facing
pupils of European/African Caribbean origin are in many cases
similar to those faced by African pupils of Caribbean heritage.
They are more likely to come from socially disadvantaged backgrounds;
are more likely to experience forms of institutionalised racism
in the form of low teacher expectations; and, are more likely
to be excluded from school.
Low expectations of pupils by teachers
often seem based on a stereotypical view of the fragmented
home backgrounds and ‘confused’ identities of
European/African Caribbean pupils. These pupils often experience
racism from teachers and from their European and African peers
targeted at their mixed heritage. This can lead to the adoption
of what are perceived to be rebellious and challenging forms
of behaviour.
In those schools where European/Black Caribbean pupils achieve
relatively highly they often benefit from inclusion in policies
targeted at African Caribbean learners, with whom they share
similar barriers to achievement and with whom they often identify.
Even in these schools, however, the specific barriers to achievement
faced by European/African Caribbean learners are rarely explicitly
addressed.
The report recommended that the DfES in consultation with
other key national bodies develop clear and consistent guidelines
for schools on the use of terminology for describing European/African
Caribbean and other mixed heritage learners and work with
appropriate partners to ensure that mixed heritage experiences
and identities are reflected in the national curriculum
and in learning materials.
http://observer.guardian.co.uk/focus/story/0,6903,1258597,00.html
People
in Harmony
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Oxford University Teams
Up With the National Black Boys Can Association African
British boys from across the country, with the potential for
achieving high academic credentials, will be given the opportunity
to apply to participate in a new initiative between the University
of Oxford and the National Black Boys Can Association, designed
to realise their academic potential.
The programme will consist of training, information and guidance
for both boys and their parents. Sessions for the boys will
commence on 17th August with a two-day residential programme
at the University of Oxford. Follow-up training days will
be held during the course of the year. A one-day programme
will be held for their parents on 18th August.
Cheron Byfield, Chairperson for the National Black Boys Can
Association and doctoral student at the University of Oxford
said: “having recently taken black boys to Parliament
to speak to MP’s, Members of the House of Lords and
Chief Education Officers about their education, black boys
are beginning to feel at home in some of the world’s
most prestigious institutions, and they like it! We are delighted
that Oxford Access Scheme and the University of Oxford has
joined forces with us to provide training, information, and
guidance for black boys and their parents”.
Both organisations are committed to addressing the under-representation
of young black men in higher education institutions generally
and the University of Oxford more specifically. Indeed, the
group of Oxford students who established the Oxford Access
Scheme over 10 years ago did so with the specific aim of increasing
the racial and social diversity of students in higher education
and raising the aspirations of students to study at Oxford.
Schools and parents are encouraged to identify and support
the admission of applications for African British boys in
years 9, 10 and 11 who are likely to benefit from the programme,
irrespective of whether they are bright and high achievers,
or bright but underachieving.
For further information or to apply on-line, visit the website
of the National Black Boys Can Association at www.blackboyscan.co.uk/oxford;
telephone us on 0121 358 8618; or email us at
info@blackboyscan.co.uk
The closing date for receipt of completed applications is
31st July 2004.
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31 May 2004
Afroice
Involving African Caribbean
Parents and School Governors across London
In March 2004 the Mayor, in partnership with
Diane Abbott MP, hosted the first London conference addressing
the specific concerns and issues affecting the education of
African Caribbean children in schools. It was a historic event
that brought together up to two thousand parents, teachers,
community organsations, school governors and policy makers.
In the 2003 follow up event, the single most
important message that came from parents was the need for
a forum that would support the need and desire of parents
to play a more active role in their children’s education.
The majority of the delegates attended recognised that greater
parental involvement would have a positive affect on pupil
achievement.
It was suggested that there was a need to
establish a London–wide network to support African Caribbean
parents and governors. This was based on the growing concerns
of low achievement levels at schools and the need to address
the under representation of African Caribbean parents on school
governing bodies. In line with his commitment to respond positively
to the conference’s recommendations, the Mayor asked
the Black Londoners’ Forum to manage a consultation
exercise to enable African Caribbean parents and governors
to develop the practical aspects this very important network.
The Afroice Network was established in early
2004 to specifically target African Caribbean parents, carers
and families providing access to the help and support they
may need in bringing up and supporting the education of their
children. Afroice intends to develop a network of parent forums
that will utilise the natural interest African Caribbean parents
have for their children’s education. The benefits for
schools will be to ensure they are aware of core parental
concerns thereby empowering them to deliver appropriate schooling
tailored the academic needs of African Caribbean students.
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T im Brighouse
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1 April 2004
The London Challenge
The London Challenge was launched by the
Prime Minister in May 2003 and is a government backed initiative
headed by Commissioner, Tim Brighouse, who is tasked with
delievering successful secondary education to the whole London
community. The initiative focuses on transforming secondary
education in 5 key London boroughs - Hackney, Haringey, Islington,
Lambeth and Southwark - by creating bespoke individual solutions
for the schools that face the biggest challenges, thereby
providing a better deal for London. The Challenge will involve
targeted work with heads and middle leaders (through the London
Leadership Strategy), teachers and schools.
Click here
for more details.
The Challenge has committed to piloting a
new package to raise the attainment of African British pupils.
As part of that process, Ligali was present at a community
consultation event where several representatives from various
related organisations contributed to a forum focused on the
parental needs of African British pupils.
Forum Participants:
Alice Peters, African Schools Service/The
London Supplementary Schools Support Service
Dawn Stephenson, The Black Londoners Forum
Henry Barbour, Communities Empowerment Network
Hugh Dale, Kokayi Supplementary School
Jeremy Crook, Black Training & Enterprise Group
Keno Ogbo, The Haringey Peace Alliance
Paul Obinna, Educational consultant
Richard Reddie, Race on the Agenda
Toyin Agbetu, The African Caribbean Parents and School Governors
Network/Ligali
Waltraud Idir - Communities Empowerment Network
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1 March 2004
African British Educational assesment
2002/2003
The Dfes has published its report 'NATIONAL
CURRICULUM ASSESSMENT AND GCSE/GNVQ
ATTAINMENT BY PUPIL CHARACTERISTICS, IN ENGLAND, 2002 (FINAL)
AND 2003 (PROVISIONAL)'
Key popints related to 2003 Data:
Minority ethnic groups with lower achievement than
the national average
• All the minority ethnic groups within the African
British category, and pupils of Mixed European and African
Caribbean heritage are consistently below the national average
across all Key Stages and at
GCSE/GNVQ.
o For example, at Key Stage 3 mathematics, 53 per cent of
African Caribbean pupils, 55
per cent of African British, 55 per cent of other African
Heritage pupils, and 62 per cent of Mixed
European and African Caribbean pupils achieved the expected
level compared to 71 per
cent nationally.
Attainment by gender
• With the exception of Key Stage 2 mathematics and
science, girls consistently outperform
boys in all of the minority ethnic groups, as they do nationally.
o For example, 25.1 per cent of African Caribbean boys achieve
5 or more grades A*-C
at GCSE/GNVQ compared to 40.3 per cent of girls - a difference
of 15.2 percentage
points, compared to a difference nationally of 10.6 percentage
points (the percentage
point differences for Mixed European and African heritage
and European and African
Caribbean heritage are 15.6, 14.5 respectively.
Free School Meals
• Pupils not eligible for free school meals perform
better than those who are eligible for free
school meals in each Key Stage and at GCSE/GNVQ.
o For example, at GCSE/GNVQ 55.2 per cent and 24.4 per cent
achieve 5 or more
grades A*-C respectively.
• When comparing pupils eligible for free schools meals
with those who are not, the difference
in the percentage achieving the expected level in maths has
more than doubled between Key
Stage 1 and Key Stage 3 and in science has almost doubled
between Key Stage 2 and Key
Stage 3.
Special Educational Needs
• Pupils with SEN perform less well than pupils with
no identified SEN in each Key Stage and
at GCSE/GNVQ.
• SEN pupils without a statement perform better than
those with a statement across all Key
Stages and at GCSE/GNVQ. Within the group of SEN pupils without
statements, pupils with
School Action perform better than those with School Action
Plus.
o For example, at Key Stage 1 reading, 54 per cent of pupils
with School Action
achieved the expected level compared to 36 per cent with School
Action Plus.
• At each Key Stage and at GCSE/GNVQ, there are more
boys than girls in each category of
SEN. Boys with statements outperform girls with statements
at every Key Stage and at
GCSE/GNVQ, apart from Key Stage 3 English.
o For example, at Key Stage 2 science, 37 per cent of boys
with a statement of SEN
achieved the expected level compared to 23 per cent of girls.
• The difference in the percentage of pupils achieving
the expected level in maths becomes
wider with each Key Stage when comparing pupils with no identified
SEN and pupils with
SEN but without statements.
o For example, at Key Stage 1 96 per cent of pupils with no
identified SEN achieve the
expected level, compared to 69 per cent with SEN but without
statements ? a
difference of 27 percentage points. At Key Stage 3, the difference
is 48 percentage
points (81 per cent and 33 per cent respectively).
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27 February
2004
Good Practice
There has been much talk about the educational
aspirations of our community. We felt it necessary to source
the facts and stats to help challenge the rhetoric. We have
also provided links to publications with a few good ideas
on educational practices that all parents need to read and
ensure their children’s school is adhering to.
Click here
to read about Good Practice in Primary Schools
Click here
to read about Good Practice in Secondary Schools
Click here
to read Minority Ethnic Students in Higher Education report
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27 February
2004
SEN (Special educational needs)
The Dfes has published figures of SEN by
ethnicity revealing disproportionately high identification
levels amongst African British pupils.
Click here
to view table.
Related:
http://www.teachernet.gov.uk/wholeschool/sen/
http://www.standards.dfes.gov.uk/ethnicminorities
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6 February
2004
Educational Racism, it exists!
The Birmingham Advisory Service, run by the city's council,
recommended that citizenship classes look at "diversity
of national, regional, religious and ethnic identities".
In recognition of low rates of achievement being "overwhelmingly
concentrated in inner-city areas" It called for African
history to be added to the syllabus.
Birmingham City Council has accepted the BAS's comments but
has only promised to produce a poster of African role models
for use in schools.
Source: http://news.bbc.co.uk/1/hi/education/3465135.stm
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30
January 2004
Educational system fails African
British Pupils with high aspirations.
With the constant blaming of young people and their ‘culture’
for the lower academic attainment of those who disengage with
the educational system, Ligali feels it is very refreshing
to read the results of some new and current MORI research
that show that back up the facts that our young people already
know.
- 79% of African British families were
satisfied with their local primary school, compared with
87% of Europeans and Asians.
- A quarter of African British people
were unhappy with secondary schools, compared with 16%
of Europeans and 18% of Asians.
- 73% of African British pupils said
they were fairly, or very likely to go into higher education.
For Europeans the figure was 69% while for Asians it was
78%.
- More African British pupils than European
liked the idea of going to university. And many more –
67% of African Britons compared with 49% of Europeans
were being encouraged into higher education by their families,
with mothers being the most influential.
The findings from MORI’s
research director unveiled at a London conference on ethnic-minority
achievement, Bobby Duffy, suggest that some communities are
being failed by the educational system, with personal experience
of education not matching individual aspirations.
Source: TES January 30,
2004, Author Dorothy Lepkowska
 Click
here
to listen to young African Britons debate about their aspirations.
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27
January 2004
Hackney LEA Director blames
pupils for failures, denying existence of Institutional racism.
“His stand
has led him to be accused of turning a blind eye to racism.
He’s been called a coconut... brown on the outside,
but white inside.” – Fergal Keane, opening
the ‘taking
a stand’ discussion with Tony Sewell on BBC4 last
week.
Learning Trust director
Tony Sewell has done a “Kilroy” and given good
reason why he should resign as director at the Hackney’s
Learning Trust. His recent comments blaming young African
Britons for their lower academic attainment is ignorant, offensive,
and goes completely against recent research carried out by
MORI and other significant independent bodies looking for
solutions. Tony and CRE chair Trevor Philips have both dismissed
the significance of developing a relevant curriculum by its
enrichment with African history, both however have praising
the existing teaching of British Empire. Tony also attacked
Labour MP Dianne Abbott who has organised several conferences
focusing on the failure of the education sector to address
African British concerns, and the mayor of London’s
Race advisor Lee Jasper who last year took the unusually positive
step of announcing that this year black history month would
be renamed African Heritage month.
Tony states Institutional
Racism is “amorphous” and believes “it’s
in the ether.. I don’t even know if it necessarily exists”,
when asked about its existence in the educational system and
Police force. His rent-a-quote willingness to publicly deny
the existence of Institutional racism means his views are
now quoted on the BNP website. No doubt many racist also find
solace in his beliefs that peer group pressure and an 'anti-academic'
street culture is the main cause of the underperformance of
African British children with pupils “doing nothing,
just mucking around, [and] just letting the time go by”.
Click here
to listen to Tony blame our children while denying the existence
of Institutional racism
Click here
to read why Tony hopes that we all take pride in slavery
Click here
to read related article by Lee jasper
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4 December
2003
Runnymede Trust Publications
The Runnymede Trust has
a wealth of publications available online of great interest
to African British parents.
Click here
to check out their website.
Click here
to read their excellent 20 parent action points |
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3
December 2003
Minorities to outnumber whites
in London's schools
By Nigel Morris, Home Affairs Correspondent (Independent)
Children from ethnic minorities will be in the majority in
London's schools within a few years as accelerating population
shifts transform the composition of the capital.
Figures released yesterday
show that the proportion of whites living in London fell by
almost 8 per cent during the 1990s because of an influx of
new residents.
In a decade of unprecedented
population change, large numbers of Africans, Bangladeshis
and Sri Lankans arrived in the fastest-growing city in Western
Europe.
The city's overall population
rose by 282,000 to 7.17 million in 2001, straining public
services and the transport network. The number of people from
ethnic minorities rose from 1.3 million to more than two million,
or 28.8 per cent. Over the same period, the trend of "white
flight" appeared to gather pace, with the white population
dropping by 390,000.
In Newham and Brent, ethnic
minority groups outnumber white people. Whites comprise 90
per cent or more of the population in four of London's 33
boroughs - Havering, Bromley, Bexley and Richmond upon Thames.
The demographic shift is
most pronounced in younger age groups, with 47 per cent of
children in London schools from ethnic minorities.
One of the most striking
trends has been the doubling of the capital's black African
community to 370,000, with large increases in the numbers
of people born in such countries as Nigeria, Somalia, Ghana
and Kenya. The trend indicates that black Africans will shortly
pass Indians (437,000) as the most numerous ethnic group in
the city.
Over the period the number
of Bangladeshis rose by nearly three-quarters and Pakistanis
by more than half, while the much smaller South American community
trebled.
A total of 58 per cent of
Londoners describe themselves as Christian, 8.5 per cent (607,000)
as Muslim, 4 per cent (292,000) as Hindu, 2.1 per cent (150,000)
as Jewish and 1.5 per cent (104,000) as Sikh. More than one
million (16 per cent) had no religion.
The rapid growth of the
ethnic minority population has raised more fundamental questions
about the nature of public services. One of the central principles
of policing, for example, is that citizens are policed and
protected by their peers. But despite recruitment campaigns
aimed at black and Asian youngsters, just 5 per cent of police
officers and 6 per cent of firefighters in the capital are
drawn from ethnic minorities. One encouraging sign is that
about a quarter of the new community support officers are
from ethnic groups.
In schools, there is an
endemic problem with the under-achievement of many boys of
Caribbean origin, who run the risk as a result of drifting
into crime. An aggravating factor appears to be the lack of
black role models in the schools that the children attend.
Source: http://education.independent.co.uk/news/story.jsp?story=469527
(full story) |
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November
2003
Interim Exclusions Findings
The DfES has just published
the interim findings on a two year research project examining
the extent of, reasons for and strategies to counter the disproportionate
numbers of minority ethnic pupils excluded from schools.
This interim report is essential reading for all parents,
but please remember to also pay particular attention to the
African British group defined as 'Black' and 'Black other'.
 Interim
exclusions finding
Source: DfES |
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November
2003
Aiming High: Results
The results of the
Dfes ‘Aiming High’ consultation have now been
released. The main question on our lips is what more will
the Department be doing to raise the academic achievement
of our children?
There was general support
for specific action to raise the achievement levels of African
Caribbean children. Respondents to the initial consultation
highlighted a wide range of possible actions that the Department
could take to this end. The key themes from are identified
below:
• The need for more
African British teachers in schools, as both mainstream
teachers and teaching assistants;
• A more culturally relevant curriculum for African
British pupils with particular reference to Caribbean heritage
pupils;
• Schools should be encouraged to work more closely
with African British communities in order to raise awareness
of the cultural and religious needs of African British pupils;
• There is a need for ring-fenced funding to address
issues of teacher recruitment and training, involvement
of parents and communities and a specific financial targeting
of areas with high African British populations;
• Professional development for mainstream teachers;
and
• Pro-active strategies for involving African British
parents in their children’s education.
What more could the Department do to reduce exclusions of
African Caribbean pupils?
Again there was support
for focused activity to address this issue and a series of
suggestions were put forward for DfES action, of which the
key themes are outlined below:
• Encouraging schools
to engage with local communities to help schools understand
and resolve this issue;
• Commissioning research to understand the root cause
of this problem;
• Training teachers in conflict and behaviour management.
Also training of school staff in Race Equality and requirements
of RRAA; and
• Funding for: training and advocacy, counselling
staff for at risk pupils, mentors and youth workers.
Click here
to read full summary
Other key points/ recommendations Ligali notes as relevant
for raising African British academic attainment are:
• Ring fenced,
long term funding for Ethnic Minority Achievement Grant
(EMAG)
• Specific race related training for EMA teachers,
school governors and Ofsted Inspectors
• Schools to appoint a paid co-ordinator for managing
and implementing Minority Ethnic Achievement staff and strategies
• A national newsletter sharing best practices.
• Development of a national qualification for specialist
EMA staff, including teaching assistants and mentors.
• Long term funding for permanent EMA staff
• Better handling of discrimination and marginalisation
of minority ethnic teachers and staff
Click here
to read project details of the DfES 2003-2005 strategy
For more info: DfES
Raising Achievements
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Dianne Abbott: Hypocritical |
29
October 2003
When the going gets tough…
run?
Hackney Labour MP Diane Abbott this week came under fire for
choosing to send her son to the exclusive City of London School
at a cost of £10,000 per year. While some have suggested
that as a mother, she is entitled to do the best she for her
child she has also established herself as a hypocrite for
condemning other MP’s who have previously done the same
thing by opting to 'buy' their children out of the system.
Ms Abbott, who currently
refuses to comment on the subject, once criticised Labour
colleague - now Solicitor-General - Ms Harman, for sending
her son to a selective school in Orpington, Kent. Ms Abbott
said: "She made the Labour Party look as if we do one
thing and say another." (Click here
for the full story)
Ms Abbott’s 12 year old son also entered the debate
when he called in to LBC radio; 'My Mum didn't force me to
go to private school, I took the test for the schools I wanted
to go to, and I chose the school I wanted to go to'.
So now we have children fighting their parent’s battles.
As a Hackney resident, I (Toyin) feel that her actions have
sent a disheartening message to her constituents. As a parent
who strongly believes in working with and developing his local
community, I feel she had the perfect opportunity to experience
what other Hackney parents have been experiencing for decades
and subsequently to make real and effective changes in Hackney
state schools. If Ms Abbott was not satisfied with the results
produced by these schools, surely she should become more involved
in her local schools, maybe even becoming a parent governor.
Not only would this have given her first hand experience of
the very issues she claims to be an expert on, but it would
also have given her the opportunity to encourage and empower
other Hackney parents to take the fight for quality education
right to the heart of the educational institutions.
Her actions have shown that she sees
this as too tough and hopeless a task.
Diane Abbott's choice to take advantage of the financial advantage
she gained as an elected MP means that she is now betraying
the very people who believed she would represent their concerns
with integrity. What is the point of holding annual conferences
on the state of London Schools if there is little positive
action resulting from them? With Trevor Philips in one breath
stating that private education is a growing option for a significant
number of African British parents, yet in another acknowledging
that African Britons are still paid less in the workforce,
we have to question what exactly is the message our 'affluent'
African British government employees are selling us?
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Stephen Twigg |
28 October 2003
Aiming Low
School Minister Stephen Twigg, today outlined the Government’s
plans for raising the academic achievement of minority
ethnic pupils in our schools.
Thirty secondary schools picked for the scheme will choose
a senior manager to focus on improving achievement among
black pupils, with help from an expert consultant. More...
Following the announcements of the Government's 'initiatives',
Ligali has the following queries and concerns;
1. Why is there no focus on Primary
schools?
2. Why is there no focus on learning mentors?
3. Why is there no focus on exclusions?
4. Why is there no focus on curriculum enrichment with African
British History?
5. What qualifies these ‘expert’ consultants
as academic tutors?
Ligali believes the most ‘qualified’ consultants
and experts in raising academic achievement and promoting
a strong sense of cultural pride and identity are the parents
of those children who are doing well in schools and who
send their children to supplementary schools to prevent
cultural disinheritance syndrome (CDS) and ensure their
children are taught African history. These parents are stakeholders
in Britain and more importantly, investors in their children.
Their primary concern is raising the academic attainment
of African British pupils. We are at a loss to understand
why the so-called 'experts' are not listening to the real
and experienced experts.
The Secretary of State's announcement
included information on how EMAG would be reconfigured.
The press notice can be accessed here.
The Standard Fund Guidance for 2004-05 is also now available
on the Standards Fund website which can be accessed here
This includes information on the Ethnic
Minority Achievement Grant (EMAG) which is now Grant 3.
Key points for EMAG are:
-
The national
total for the Ethnic Minority Achievement Grant (EMAG)
will increase by 4%.
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The Department is
moving towards a new fairer need based formula.
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The allocation for
those LEAs who would otherwise lose under the new formula
has been frozen at the 2003-2004 level.
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LEAs which gain under
the new formula will receive a share of the 4% increase.
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All LEAs, except for
the Isles of Scilly, will receive an allocation of at
least £35,000.
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EMAG will remain ring-fenced
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CRE: Failing African Britons
and their children |
27
October 2003
10 ‘Secrets’ Policemen already know…
1. Some of the officers
in the Police force are racist.
2. Some of the senior officers in the Police force are racist.
3. Some of the institutional mechanisms and practices in
the Police force are racist.
4. Some of the officers use their powers to illegally abuse
African Britons.
5. Some of the officers use their powers to sometimes kill
African Britons.
6. This occurs not just in Manchester and London but in
virtually every police force in the UK.
7. Police officers are recruited from society.
8. Racists live in society.
9. Miseducation and ignorance creates racists.
10. The police force is not the only organisation with covert
racists abusing their positions of authority.
Of the seventeen officers,
six have resigned or been suspended. Yet how can we as a community
have confidence with the Police if no-one is ever sacked or
disciplined. Even the police trainer on the film showed racist
tendencies, but is he going to be fired, or will he keep training
new recruits?
But the scariest thing of all that no-one is talking about
is this was one random investigation with one independent
undercover reporter. What would have been the results if the
BBC had sent a team of 10 reporters in? The reality of extrapolating
the statistical results based on this single sample is frightening.
One of the officers who
featured in the BBC ‘secret policeman’ programme
said that black people in Hackney ‘just run riot’
before adding that the Met were the worst for racism. This
was ironically printed In the Hackney Gazette (23 October
2003) who Ligali took to task for misreporting African Britons
as rioters earlier this year. Thankfully the Hackney Gazette
has made great improvements on how they report about the African
British community but they alone can not shoulder the responsibility
of raising standards and integrity in journalism.
At the live transmission
of the Geoff Shumann show at Hammersmith Town Hall on 25th
October, Ligali’s Head of Media Affairs Emma Pierre-Joseph,
asked Trevor Philips, Chair of The Commission for Racial Equality
about the urgent need for the CRE to pressure educational
institutions to include African History as a mandatory subject
in the National Curriculum. She and many others expressed
the need for African history to be taught not only to our
community but to everyone within the UK. This is the only
way to stop a young generations of African Britons developing
Cultural Disinheritance Syndrome (CDS) and disengaging with
the educational system due to an irrelevant curriculum that
refuses to recognises them as valued stakeholders. This is
also the only way to stop other Britons harbouring ignorant
racist views fuelled by the grossly unbalanced and biased
view of European and African history.
Trevor Philips made his
stance clear: The need for African history to be intergrated
into the national curriculum is grossely overstated.
However, supporting the
case for African history on the Henry Bonsu radio show was
a teacher from a school where a third of the students were
African Britons. She said ‘Its quite difficult [to teach
black history] because they have the national curriculum which
they have to adhere to, so we try to do it using black history
month’. When Henry asked how important the school think
African history within the school, she responded ‘It
is extremely important… there are lots of constraints
in schools… teachers would love to do this.’ (Click
here
to listen to debate on BBC Radio London)
We are regularly told by
teachers from African and European backgrounds that they support
the inclusion of African History and more culturally appropriate
and honest European history. The CRE’s remit is to promote
good race relations between people of different racial groups.
Its refusal to acknowledge the need for the mandatory inclusion
of African and African diasporic History into the National
curriculum is quite simply contributing to the social exclusion,
racist attitudes, and CDS suffered by too many African Britons.
Listen
to Choice FM live debate on race relations
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23
October 2003
Hackney Education Scrutiny Panel
The Education Scrutiny Panel
investigating the underachievement of Caribbean pupils invited
Ligali Founder Toyin Agbetu as a Hackney Parent to share his
thoughts on raising academic attainment of pupils from the
Caribbean community.
Click on the files below for the briefings
Education
scrutiny panel briefing 1
Education
scrutiny panel briefing 2
Education
scruitny panel briefing 3
Education
scrutiny panel briefing 4
Click here
for data analysis of academic achievement of pupils of Caribbean
heritage in Hackney schools.
Click here
for the Ligali submission
Key points:
Dianne Abbott
• Parents need to engage with schools from young age
• Parents with bad experiences with education system
may perpetuate experience
• Schools not institutionally racist
• Youth Culture
• Mentoring needed, more personal attention given to
pupils
• High Targets
• Schools need workforce that reflects London, increase
African British teachers
Tony Sewell
• Behavioural issues
• Parental Involvement
Toyin Agbetu
• Mentoring in all primary schools
• More relevant curriculum by including African history
and languages to stop pupils disengaging
• Social exclusion and Identity issues, do not label,
hence marginalise as ‘black’ or ‘urban’.
• Exclusions must be last resort
• Role models - Hackney council to build museum celebrating
African British achievements
• Increase of Male African British teachers
Ken Barnes (Absent)
Misc
• Issue of trust needs to be resolved between schools
and parents, can only be resolved by frequent dialogue
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12
September 2003
African Caribbean Parents & School
Governors Network
For the past few months
Ligali has been part of the steering group taking forward
the development of a London wide network for African British
parents and School governors. Progress is slow but steady.
One of our first tests
were passed when at the last meeting and after two months
of much debate it was finally agreed, that the network would
not be a ‘black’ organisation but a African British
one with the phrase African Caribbean in the title. Confusingly,
It was sad to then see the label ‘Black Parents and
School Governors’ in the recent July/ August edition
of the black Londoners magazine.
Ligali has made it
clear on several occasions, that we will not be part of the
network and intend resigning our post on the steering group,
if the network compromises on its original objective. That
objective was to exclusively provide support for African British
parents and school governors, not Black and Minority Ethnic
(BME) communities.
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3
September 2003
Hackney Supplementary Schools Forum
Update
On Friday 11 July 2003 Ligali
atended a working group party with Learning Trust Director
Richard Parkes, and Andrew Akinsoji to produce the first draft
of the forums Terms of reference.
On 3 September Ligali attended the
follow up Supplementary Schools/Service Forum Meeting. Having
being responsible for submitting the main body (with assistance
from Serena Gilbert) of the forums draft Terms of reference,
we were in the hot seat when it came to defining what a supplementary
school/service actually was.
A few participants wanted
to include schools/services which had no educational agenda,
citing that they kept young people of the streets and out
of trouble. Ligali and a few other members were of the view
that the forum was set up with the distinct focus on complimenting
and/or supplementing young people in mainstream education.
The primary objective of this forum is to create positive
links between, parents, supplementary schools and services
and the school system in Hackney; for the benefit of raising
the aspirations, educational achievement level and cultural
awareness of minority ethnic students from Key Stage 1 to
A level. As such we would have to signpost any organisations
falling out of this remit to the appropriate youth provisions
service. For the record, this is a stance Ligali will NOT
move from.
The rest of the meeting
was taken up with discussions on funding for member services,
and a presentation for the African Schools association. A
BME organisation that provides services to the supplementary
educational sector.
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Saturday
28 June 2003
Education in Hackney - Labour raising the standard
One-day conference to tackle the BIG issues affecting Hackney
students/parents, staff and the wider community Speakers
included:
Diane Abbott, MP
Cllr Jessica Crowe, Deputy Mayor
Tim Harrison, Regional Secretary, National Union of Teachers
Meg HiIlier GLA
June Jarrett, Director - Young People's College, Hackney Community
College
Angela O'Donoghue, Principal - Sixth Form Centre Brooke House
Cllr Ian Peacock, Hackney Council's representative on the
Learning Trust Mayor Jules Pipe
Mike Tomlinson, Chair - the Learning Trust and former head
of OFSTED
Brian Weller, Secretary, Hackney School Governors Association
Alan Wood, Chief Executive - the Learning Trust
PJ Wilkinson, Director - Pupil Services - the Learning Trust
Workshop sessions covered:
• Excellence for all in Hackney
• the Learning Trust - serving Hackney
• Secondary School challenges
• How to engage the young
Workshop 3: “Now for something
different – How to engage young people?”
Ligali was asked to make a presentation
as one of the three examples of locally-based web services
aimed at putting controversy into learning and education about
key social issues.
Chair
Cllr Carole Williams, LB Hackney Cabinet member for Children
and Young People
Panellists
The whole conference was a great
showcase of the diverse, rich and often innovative approaches
used to engage and raise the academic attainment young people
in Hackney.
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10
June 2003
Greater London Authority's BME
Parent & School Governor Network?
In March 2002 the Mayor hosted, in partnership with Diane
Abbott MP, the first London Schools and the Black Child conference.
It was an historic event that brought together up to 2000
Black parents, teachers, community activists, school governors
and policy makers.
In line with his commitment to respond positively to the conference's
recommendations, the Mayor has asked the Black Londoners'
Forum to manage a consultation exercise that will enable Black
parents and governors to develop the practical aspects of
the Greater London Black Parent and School Governor Network,
and to plan and take forward this very important agenda.
Source: Black
Londoners Forum
CEN
- Where Now for Black Students and Parents in London
BLF
- Greater London Black Parent and School Governor Network
BLF
- Education Attainment of Black Pupils (Key Facts)
Ligali attended the BLF hosted meeting for a Greater London
School Black Parent and School Governor Network in observer
mode to see if our four tests were
passed.
Upon arrival we observed a feeling of discontent arising from
the tiered seating layout. The physical gulf created between
delegates and key speakers was significant enough to cause
accusations of a deliberate 'them and us' divide despite there
being ample space for a round table discussion.
As the afternoon progressed concerns were expressed, within
various attending groups, about who should be responsible
for setting and controlling the agenda for action. Much of
this discontent has arisen as a result of the Greater London
Authority having published a report on the 2002 London Scools
and The Black Child conference without including any of the
findings or recommendations made.
During the recent 2003 London Schools and The Black Child
conference, Professor Gus John again suggested the formation
of an independent network for parent's and students. It appears
that, the GLA has decided to proceed with setting up this
network, without prior consultation with community organisations
and representative and more significantly, without the inclusion
of any youth representatives.
Dianne Abbott, Barbara Beckles, Dawn Stephenson, Lee Jasper
and Karen Chohan have been invited to respond.
Lee
Jasper's Response (17 June 2003)
The
Computer Empowerment Network (CEN) was accused by the meetings
chair Simon Wolley of deliberately attempting to disrupt the
meeting with the distribution of their letter ' Where
Now for Black Students and Parents in London after Two Mass
Education Rallies'. It was then proposed that a vote be
taken, the choices were in continued talk about the implementation
of the proposed vision or discussing the contents of the CEN
distributed letter. After a heated debate, the delegates were
then split into smaller groups to discuss the proposed plan
in smaller conference rooms. Ligali was in conference room
5.
As we worked through the set agenda Ligali suggested that
future documentation removed the label Black and used the
names African and African-Caribbean for greater clarity. Several
members of the group heckled immediately and many vocally
rejected the proposal. Undemocratically the proposition was
not entered onto the group feedback chart.
At this point Ligali prematurely left the
meeting and joined a private discussion between Simon Wolley
and the CEN. As the discussion took place, they were joined
first by Lee Jasper, and then finally by Dianne Abbott. Concerned
that little progress was being made Ligali brokered a compromise
between both parties.
In the closing speech to delegates, Simon Wolley stated that
he had sat down and agreed to work with the CEN and Prof Gus
John to find an amicable solution to the issues that had arisen
earlier. The meeting drew to a close shortly afterwards, leaving
many delegates, who still had many points to raise, feeling
dismayed and disappointed that the meeting was scheduled to
last a mere 2 hours.
| The
Ligali Four Point Test |
1.
Is the BLF a truly proactive organisation or merely
a talking shop rich in rhetoric and poor in action.
Carol Hunte, stated that sometimes
the media - referring explicitly to the Voice
and New Nation - let us (the African British community)
down. When we pushed Dawn Stephenson from the
Black Londoner's Forum on a proposed roadmap for
action she replied that the first steering meeting
would take place by the end of July. She added
that nomination forms for the steering group had
already been distributed and should all be received
within 7 days. Many of the delegates expressed
discontent with the hasty nature of the timetable.
There was also great concern about who would elect
the steering group members.. |
2.
Do the BLF use the term ‘black’ to
include groups that are not African British
Despite Ligali being undecided
on this issue we did note that in her speech Carol
Hunte discussed "creating associate membership
for people who don't fit into defined membership
criteria" |
| 3.
Ascertain if the BLF is an independent organisation
with a management structure that is free from
governmental interference and control
"The Mayor is also to announce plans for
the Greater London Black Parent and School Governor
Network, to which conference delegates will be
invited to join." - 12/05/2003
Source: London
Sustainability Exchange
The key speakers
were Simon Wolley, Lee Jasper, Carol Hunte and Dawn
Stephenson, supported by MP Dianne Abbott.
Diane Abbott
MP, Mayor's
Advisory Cabinet, Equalities Policy Commission,
GLA
Lee Jasper
Mayor's Senior
Policy Adviser on Equalities, GLA
Carol Hunte
Principal
consultant with the London Development Agency, GLA
Rosemary Emodi
Black Londoners'
Forum, Mayor's Equalities Policy Commission, GLA |
4. Is
the BLF and it’s services accessible to those
from poor social and/or economic backgrounds.
Ligali is still undecided on
this issue. |
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We noted the following points from delegates who were present
at the meeting;
- Local forum groups should feed into the central group.
- The BLF must make a concerted effort to reach out to all
parents.
- Children must be involved in the consultation process.
- African history and culture should be incorporated into
the curriculum.
- Lone governors should be given more support.
- More focus is needed on preventing exclusions where necessary.
- The BLF should have some influence and input into the
proposed incorporation of African history into the curriculum.
- There is a need for greater parental support.
- The role of African British parents and students needs
to be strengthened.
- More mentors are needed for pupils.
- The BLF should encompass governor, parents and students.
- There should be greater access to information from home
to school.
- Good governor guidelines with more training should be
set in place.
- Incorporation of the monitoring process of the Black Londoners
Forum/ network??
- Access to information on ‘hidden excluded’
pupils should be available.
- There is an urgent need for more male teachers.
- Teachers also need mentors.
- Parents should be empowered and informed on how and when
to complain.
- All consultations should include pupils and students.
- There should be clear accountability of Head teachers
and Local Authorities.
- The current schools curriculum needs to be more culturally
diverse.
- The BLF should be a national body.
- There is a need for the formation of an organisation to
represent children.
- More support should be given to children of mixed parentage.
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26 May 2003
BLF to host Black Parents & School
Governors Network meeting
Ligali is pleased to note that the Black
Londoners Forum is taking the initiative of hosting
a major youth summit (14 June 2003), and setting up a London
Wide meeting for establishing a network for African British
parents and school governors.
If this initiative fails to deliver and implement
effective solutions by December 2003, Ligali will take the
initiative of co-ordinating with other community based organisations
to create a London wide African British Teacher, Governor,
Parent and Student forum, which will eventually become a national
forum.
We intend to closely monitor the progress
of the BLF’s Black Parents and School Governors Network.
We will seek to establish if they meet Ligali’s 4 point
test (outlined below) which will determine the value of their
functionality.
The Ligali 4 points test is as follows;
1. Ascertain if the BLF is a truly proactive
organisation or merely a talking shop rich in rhetoric and
poor in action.
2. Does the Black Parents and School Governors
Network use the inappropriate definition of ‘black’
to refer to African Britons and does ‘black’
in that context also inc | | |
