Teach Primary Issue 19.6

NOT ENOUGH Black history should not be a footnote, relegated to a four-week ‘celebration’. There are plenty of inspiring figures to thread throughout the curriculum, says Naila Missous ... E ach October, classrooms across the UK dutifully turn their attention to Black History Month. Posters go up, assemblies are held, and lesson plans shift, if only momentarily, to highlight the lives and achievements of Black individuals. And whilst these efforts are often well-meaning and rooted in a desire to celebrate diversity, the uncomfortable truth remains: when the month ends, so too does the visibility of Black narratives in the curriculum. But Black history is British history. It is not a footnote, nor should it be confined to a single month. The stories, struggles, and triumphs of Black Britons are woven deeply into the fabric of this nation, from its colonial past to its multicultural present. To relegate these stories to a four-week window each year is not only inadequate, but also a disservice to our children, to our collective understanding of history, and to the very fabric of British society. Moving beyond America Much of the content that surfaces during Black History Month in UK schools is imported from across the Atlantic. Students learn about Martin Luther King Jr., Rosa Parks, and the Civil Rights Movement, who, undeniably, are all important figures and moments. But this focus subtly reinforces the notion that Black history is something that happened ‘over there’; that racial justice struggles are an American problem, and that Britain remains somehow untouched. This is not only inaccurate, but also erases the legacies of those who have shaped our own shores. The British Empire, after all, was deeply complicit in the transatlantic slave trade. Our ports – from Bristol to Liverpool, from London to Glasgow – prospered through the trafficking of enslaved Africans. Buildings still stand, built on profits derived from exploitation. Yet, how often are these uncomfortable truths taught, not as an aside, but as central threads in our national story? Children in Britain deserve to know about Olaudah Equiano , whose compelling autobiography helped turn the tide against slavery. They should learn about Claudia Jones , the political activist and founder of the Notting Hill Carnival, who championed both civil rights and Caribbean culture in Britain. They should recognise the name of Mary Seacole , a British-Jamaican nurse who cared for soldiers during the Crimean War, and understand why her contributions were long overlooked in favour of more palatable, white- centric narratives. Past, present and future Representation matters, and we have been shouting this from the rooftops for a while now. When Black students see themselves reflected in their curriculum, they are more likely to feel seen, valued, and inspired. Equally, when white students engage with the stories of Black Britons, they are given a more accurate, inclusive version of the nation’s past and present. This is not about political correctness. It is about historical integrity. British history is not complete without acknowledging the Windrush generation , those who journeyed from the Caribbean to rebuild post-war Britain, only to be met with hostility, systemic racism, and (more recently) A month is scandalous deportations. Nor can we ignore figures like Diane Abbott , the first Black woman elected to Parliament, whose political career has paved the way for others while often exposing the deeply ingrained racism of British political life. Teaching these stories is not only about the past. It is also about equipping our students to engage with the present. When we illuminate the struggles and contributions of Black Britons, we offer our children the tools to better understand contemporary debates around immigration, inequality, and justice. 36 | www.teachwire.net