The Power and the Glory of Afro Hair- And How Schools Often Disrespect It

Schools have problems with Afro hair. Sal McKeown reports on the issue of hair and racism.

A girl with Afro hair standing between Rastafarian father and white mother — Ruby Williams with her parents

‘Afro hair is not treated well in society,’ says Michelle De Leon Founder and Director of World Afro Day and Features Producer on Good Morning Britain. ‘It can be seen as unprofessional, a messy-looking hair type, and something that is not normal. But it is actually just a normal hair type, the same way that everyone else’s hair type is normal’

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      string(370) "... the history of structural racism and use lessons tooEmbed clear, anti-racist policies and think of the impact that guidelines on ‘neutral’ policies such as uniform and hair have on BAME students: It is important that when trying to tackle racism, schools create explicit, anti-racist policies. Additionally, schools should ..."
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      string(4195) "training which focuses on individuals’ biases. Suggested steps schools can take include:Use your data: if the data starts to highlight that certain groups are overrepresented in undesirable categories, the next step is to enact change.[12]Increase racial literacy of school staff:[13]Currently the majority of our teaching workforce is white, and many go into teaching feeling they are not ‘racially literate’. In their report on racism in secondary schools, Runnymede argue that the racial literacy should developed on an ongoing basis. This depends on teachers being given the time and resources to begin this journey.[14] Suggested readings can be found here.Diversify your curriculum to increase racial diversity: Our current curriculum fails to reflect the racial diversity of British society. Schools should use the curriculum to teach students about the history of structural racism and use lessons tooEmbed clear, anti-racist policies and think of the impact that guidelines on ‘neutral’ policies such as uniform and hair have on BAME students: It is important that when trying to tackle racism, schools create explicit, anti-racist policies. Additionally, schools should think about the impact that policies in seemingly ‘neutral’ areas such as hair have on BAME students. In recent years there have been numerous cases of Black students being excluded because their hair was not deemed to be ‘appropriate’ for schools. Schools should therefore think about such policies, and ensure students are not inadvertently impacted by them.Focusing change on policies and practice and monitoring patterns and change using data leads to more sustainable change, avoids placing the blame for structural inequality on individuals and demonstrates a schools’ explicit commitment to addressing racism.Venessa Joshua is a researcher (and former excluded student ) at the Centre for Education and Youth In our  upcoming session at the InclusiveEd conference, we use Critical Race Theory as an analytical tool to understand how racism is embedded in our education system, exploring topics such as exclusions, attainment, leading onto a discussion on the more nuanced ways it impacts BAME students and teachers. The session will explore, in more depth, the ways in which schools can begin to develop an anti-racist agenda. You can find out more details about the conference and sign up here![1] https://www.smf.co.uk/commentary_podcasts/institutional-racial-discrimination-in-schools/https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf[2] https://www.telegraph.co.uk/news/2021/02/19/120-charities-give-staff-unconscious-bias-training-amid-accusations/[3] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807862/Timpson_review.pdf[4] https://diana-award.org.uk/wp-content/uploads/2020/11/A-Peers-Perspective-Sep-2020_Summary-report-1.pdf[5] https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf[6] https://www.bera.ac.uk/publication/critical-race-theory-crt[7] http://www.jstor.org/stable/j.ctt9qg9h2.7[8] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/277111/4262.pdf[9] https://www.amnesty.org.uk/london-trident-gangs-matrix-metropolitan-police[10] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/935355/police-powers-procedures-mar20-hosb3120.pdf[11] https://england.shelter.org.uk/professional_resources/policy_and_research/policy_library/the_black_and_minority_ethnic_housing_crisis[12] https://doi.org/10.1080/15210960.2019. 1606632.[13] Runnymede’s definition of ‘racial literacy’ is used here, which refers to “the capacity of teachers to understand the ways in which race and racisms work in society, and to have the skills, knowledge and confidence to implement that understanding in teaching practice.”[14] https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf"
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Inclusion and Pupil Premium

Racism In Schools : Why Unconscious Bias Training Isn’t Enough.

12 Mar 2021

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      string(5679) "one area of sport to pursue this.We have a uniform for PE/ Games lessons, please see the school uniform section. Long hair should be tied back and jewellery removed for all PE and swimming lessons.There are separate swimming sessions for swimmers and non-swimmers in years 3 and 4. Parents are asked to make a donation towards the cost of swimming.CDTIn every year group a ‘circus’ operates. This means that children work in small groups on a range of craft activities including pottery, drama, cookery, book-making and other design activities. This year Planning, Preparation and Assessment time will be made available to class teachers during this time. As a result the lessons will be delivered by a range of skilled practitioners who specialise in CDT.We feel all children benefit from the opportunities provided by practical and creative activities. An emphasis is placed upon children planning and evaluating the activities they are involved with.GeographyIn Geography children are encouraged to investigate people and place by observation and enquiry. Knowledge, understanding and skills are developed progressively, leading children from the familiar to the unknown. Three main localities are studied:· The school and its surrounding area· Local are and contrasting locality· The RainforestsFieldwork and environmental studies are features of each year’s geographical study.HistoryMost of our History is taught in topics:Year 3: Ancient EgyptYear 4: Ancient GreeceYear 5: World War 2 and The VictoriansYear 6: The TudorsCollecting evidence and using artefacts are particularly important skills, which the children are encouraged to develop during their History lessons. We also try to link topics together as much as possible to make the most of cross-curricular opportunities. 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Leadership

Briefcase 5 - Headliners

21 Feb 2007

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      string(4488) "Research has proven time and time again that school PE kits are putting girls off sport – and the impact continues right into adulthood. So what’s wrong with the current kits, and what can schools do to ensure girls – and indeed their entire student body – feel happy and confident taking part in PE?At the start of the year, the Daily Mail published a study looking at the effects PE kits have on schoolgirls. According to the survey, 75 per cent of girls in secondary schools have at least one concern about taking part in school sports, with the majority citing the discomfort and embarrassment of wearing their PE kit as a major factor for sitting on the sidelines during sports lessons. This survey echoes the findings of a similar study carried out by The Telegraph in 2014, in which nearly half (46 per cent) of schoolgirls surveyed admitted to actively avoiding sport due to the embarrassment caused by their school PE kit. In this instance, most girls said they enjoy being active, but shun physical activity because their sports kit makes them feel ugly. This, coupled with the Mail’s more recent survey, is undoubtedly the reason why encouraging teenage girls to become more active is now considered a major problem across the UK and beyond. Research shows that 90 per cent of girls under the age of 16 are not getting enough exercise to meet the government’s recommended guidelines – a worrying statistic, and one that could have a detrimental impact on the future health of those affected. So what’s going wrong with school PE kits, and how can schools better promote sport and exercise in young school students? Jennie Price, head of Sport England, believes the problem with PE kits rests in their outdated design and impracticality. Speaking at a recent conference of school leaders, Price said that female pupils should be allowed to wear a PE kit that they feel comfortable in, and that the traditional ‘short skirt’ kit still favoured by most primary and secondary schools is outdated and in need of a complete overhaul. She went on to add that schools should install cubicles and hair dryers in their changing areas, so that girls can reconstruct their personal image after taking part in sports and physical activity in school.But if, as Price suggests, schools were to introduce new PE kits for their pupils, what would they look like, and how would they help to alleviate the problems associated with girls not taking part in sport and physical education? School uniform and sportswear specialists, SWI, believe the key to a successful PE kit rests in innovative fabrics and new garments specifically designed to help foster an interest in sport among young girls. They said: “By providing a PE kit which benefits from breathable performance fabrics and flattering design features, schools can help their students feel more comfortable in their sportswear. A PE kit should empower young girls to engage more freely with sport, as well as generate a sense of pride and professionalism. We’d recommend garments which offer practicality as well as style, such as opaque leggings and breathable, high-necked collared training tops. Dark fabrics are also a good choice, as they hide sweat patches and keep the body cooler.”Of course, introducing a new PE kit is only the first step in encouraging school pupils to take a more active interest in sports and physical education in schools. The Women’s Sport and Fitness Foundation has previously reported that 23 per cent of women say PE put them off sport and physical activity for life, so it’s important school governing bodies take steps to better endorse sport in school in the future. Looking for exciting ways to engage children, especially girls, in sports? Discover creative approaches to PE in these related articles:Sports in the spotlight – A series of activities related to some of the world’s most celebrated sporting events: Wimbledon, The Ashes and Euro 2016.    Sport in the urban school – Not all schools have playing fields or wonderful sports halls. Crispin Andrews visits a Victorian London primary school which has made the best of their fenced in playground.    Making the most of your primary sports funding – Ringfenced funding for sports in primary schools was a welcome move. But how can you get the most for your money?"
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Leadership

What's wrong with school PE kits?

3 May 2016

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      string(5515) "ResourceDFES GUIDANCE TO SCHOOLS ON SCHOOL UNIFORM RELATED POLICIESOriginal DocumentDfES Guidance to Schools on School Uniform Related Policies. This consultation document includes draft guidance on school uniform, dress codes and other rules on appearance. The guidance provides advice to schools and governing bodies on how to develop fair and reasonable uniform policies.KeywordsSchool uniform, policy, human rights, consultation, guidanceSummaryA school uniform can instil pride; support positive behaviour and discipline; encourage identity with, and support for, school ethos; ensure pupils of all races and backgrounds feel welcome; protect children from social pressures to dress in a particular way; and nurture cohesion between different groups of pupils. Above all, many schools believe that a school uniform supports effective teaching and learning.Currently, there is no legislation that deals specifically with school uniform or other aspects of appearance such as hair colour and style, and the wearing of jewellery and makeup.This new legislation is therefore non-statutory guidance, intended for governing bodies to decide whether there should be a school uniform and if so, what it should be.Key recommendations in the guidelines include:Uniforms must be affordable for all:· Schools should be sensitive to the cost implications of their choice of uniform. The chosen uniform should be available at high street shops and other retail outlets, rather than solely from an expensive sole supplier.· A recent letter to all schools from the Office of Fair Trading says that expensive, exclusive agreements may be subject to enforcement action.Schools will continue to have the power to set uniform policy and discipline pupils who do not comply:· Pupils may be sent home to change their clothes if they do not wear the right uniform.· But schools should carefully investigate the reasons behind why a pupil is not attending school in the correct uniform.· In cases of financial difficulty, schools should be sensitive to the needs of the pupil and give parents time and assistance to purchase the right clothing.Advice on equality and discrimination issues related to uniform policy:· Schools must act reasonably in accommodating religious requirements, providing they do not pose a threat to security, safety and learning, or compromise the well-being of the whole school community.· Where individual requirements have an impact in any of these areas, schools are within their rights to take appropriate action, but they must make any decisions in consultation with parents and the local community.Key guidance points:· Consult widely on proposed school uniform policies and changes to established policies.· Consider how the proposed uniform policy might affect each group represented in the school.· Document the consultation process undertaken, the points made by respondents, and the decisions taken in weighing up competing points of view. The school might decide that the needs of individual groups are outweighed by factors such as:· health and safety (e.g. long hair and jewllery in science or laboratory workshops· security (schools need to be able to identify intruders easily)· teaching and learning (if a pupil’s face is obscured for any reason, the teacher may not be able to judge their engagement with learning)· protecting young people from external pressure to wear clothing they would not otherwise choose to adopt· promoting a strong, cohesive, school identity· Describe their uniform/appearance policy clearly.· Consider carefully any request that is made to vary an agreed uniform policy to meet the needs of any individual pupil to accommodate their religious beliefs.· Limit the expense of uniforms so that parents on low incomes do not feel that the prospective cost of the uniform means that they cannot apply for their preferred school.· Schools can use their own purchasing power to buy in bulk and pass on savings to parents.· Schools should adopt a sensitive, flexible approach to Physical Education (PE) kit.· Head teachers can discipline pupils for breach of uniform/appearance policy. However, the DfES does not consider exclusion to be an appropriate response.· Schools should note that the freedom to manifest a religion or belief does not mean that an individual has the right to manifest their religion at any time, in any place, or in any particular manner. Within that context, it may be possible for many religious requirements to be met within a school uniform policy and schools should act reasonably in accommodating religious requirements.· In fulfilling their obligations, schools may have to balance the rights of individual pupils against the best interests of the school community as a whole.· In formulating uniform and appearance policies, a school will need to consider its obligations not to discriminate unlawfully on the grounds of sex, race, disability and religion.ActionNotesAuthorRaspal Chima, Questions PublishingDate CreatedMarch 2007Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

DfES Guidance on School Uniform Related Policies

21 Mar 2007

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