Issues in anti-racist education
16:00-16:10 Welcome and Introductions
4:10-16:35 Presentation 1: Racially literate teaching and the future of Future 3 curriculum making
David Lambert and Kelly Leon.
16:35-16:45 Discuss and respond - 10mins
16:45- 17:10 Presentation 2 : Advancing Anti-Racist Education in Scotland: Policy, Practice, and Pedagogy.
Khadija Mohammed, Nuzhat Uthmani, Angel Hinkley.
17:10- 17:50 Discussion
17:50-18:00- Conclusion
Please see the abstracts below:
Presentation 1: Racially literate teaching and the future of Future 3 curriculum making
David Lambert and Kelly León
Our contribution to the discussion draws on a collaborative research project Racial Literacy, Capabilities and Curriculum Making (“RaLiCaM” funded by the Spencer Foundation: Ref no. 202400079). The “design-based” research, which ran from 2024-5, is based on critical collaborative professional inquiry working with 14 social studies teachers in NE Wisconsin to develop their racial literacy and curriculum making capabilities. In our opening remarks we address the conceptual resources that guided the collaboration focussing on the knowledge work that the teachers have undertaken, partly captured through the creation of two “living documents” – elements of which will be shared.
The main data generated by the project arise through the curriculum artifacts and vignettes created by the teachers, together with interviews, their diaries, and their reflections on their own and others’ work. A highly interesting emergent theme has been the significance of what we are calling “truthfulness” in social studies teaching. This we believe may prove productive in further developing teacher agency, specifically teachers’ ability to communicate and build capacity in Future 3 curriculum making and withstand attacks on fundamental educational principles in the current U.S. political context.
DR DAVID LAMBERT is Emeritus Professor of Geography Education at UCL Institute of Education, London. He graduated from the University of Newcastle, completing a Post Graduate Certificate in Education at the University of Cambridge and a PhD at the University of London. He was a secondary school teacher for twelve years, becoming deputy principal. He wrote award winning school textbooks and became a teacher-educator from 1986, since when he has published widely on the curriculum, pedagogy and assessment of geography in education. He was appointed chief executive of the Geographical Association (GA) (www.geography.org.uk) in 2002, returning to the university sector as Professor of Geography Education in 2007. Recent books include Knowledge and the Future School (2014), Learning to Teach Geography (4th Edition, 2021) and Race Racism and the Geography Curriculum (2023). He led the EU funded GeoCapabilities project from 2013-17 (www.geocapabilities.org) and continues to work for the advancement of geography in education internationally.
DR KELLY LEÓN is an Assistant Professor of Social Studies Education at the University of Wisconsin-Green Bay (UWGB). Prior to moving to UWGB, she worked for nineteen years as a social studies teacher and curriculum specialist in a large urban school district in southern California. Kelly completed her undergraduate degree, bilingual teaching credential, and M.Ed. in Policy Studies in Language & Cross-Cultural Education at San Diego State University and her PhD in Education for Social Justice at the University of San Diego. Her dissertation research focused on teachers’ knowledge work and curriculum thinking for a secondary ethnic studies context. Kelly’s research interests include social studies teacher education, K12 geography education, curriculum-making, and social/educational justice.
Presentation 2: "Advancing Anti-Racist Education in Scotland: Policy, Practice, and Pedagogy"
Khadija Mohammed, Nuzhat Uthmani
Scotland is advancing a comprehensive, system-wide approach to anti-racist education, informed by both historical inequities and recent socio-political momentum. Key initiatives include the Anti-Racism in Education Programme and the Building Racial Literacy (BRL) programme, which focus on equipping educators with the tools, confidence, and critical perspectives to address systemic racism. The government has introduced frameworks for initial teacher education, curriculum reform (e.g. Breaking the Mould), and diversifying the teaching workforce, including data tracking and targeted professional development. These efforts are underpinned by a move away from tokenistic multiculturalism towards structural change rooted in decolonial thinking and Critical Race Theory. While progress has been substantial, especially since 2020, challenges remain, including ensuring consistent practice across schools, addressing institutional whiteness, and securing long-term political and financial commitment.
Nuzhat Uthmani is a former Principal Teacher in primary school and currently a Lecturer at the University of Stirling as part of the ITE programme. Nuzhat is also a board member of the Scottish Government's Antiracism in Education Programme.
Khadija Mohammed is Professor and Associate Dean of Equality, Diversity and Inclusion at the University of the West of Scotland. Khadija is also Chair of the Scottish Government's Antiracism in Education Programme.
Reimagining the Curriculum through Social Justice, Rights and Equalities.
Angel Hinkley.
My participation in Education Scotland’s Building Racial Literacy programme has provided me with a solid foundation and ongoing support in my current role. The programme has inspired and empowered me, enhancing my confidence and awareness of the complex journey ahead.
I aim to share a "positive narrative" on curriculum decolonisation, highlighting the empowering impact such narratives can have on young learners. I explore significant historical events to illustrate how these stories can inspire unity and empowerment.
These narratives, often overlooked in traditional curriculums, offer valuable lessons that help young people see themselves in history and understand their place in the world. As educators, it's our duty to ensure that the curriculum reflects a diverse and interconnected world history, empowering all students to see their worth and potential.
I will reflect on my experiences as a Maths teacher, using historical contexts like the Pythagorean theorem and the invention of the abacus to make learning more relevant and engaging for students. This approach not only enriches their understanding of Maths but also connects them to a broader global history, demonstrating the importance of questioning assumptions and embracing diverse perspectives.
Angel Hinkley: I have a strong commitment to equality and social justice. With a background as a Maths Teacher and experience working with young people with neurodiversity at Drumchapel High School, I continuously strive to create impactful programs that support students with learning differences. As the Principal Teacher of Equalities, I have led strategic initiatives, including establishing an Anti-Racism Club and developing a more inclusive curriculum that allows every student to see themselves, recognise their connections, and develop critical thinking skills. Additionally, I have developed and implemented equality-focused policies and collaborated with key stakeholders, driven by a passion for creating a more equitable educational landscape.