Policy

Curriculum Review – Are We Serious About Inclusion?

Shammi Rahman asks: how prepared are we to have honest conversations about achieving a curriculum that fosters genuine inclusion and restores social justice?
Curriculum Review logo
Black female teacher using a laptop at her desk in a classroom

Why an inclusive curriculum matters

Inclusion is vital to dialogue about race and religion in our society. Because it is so important, it is essential to avoid tokenism. Tokenism is detrimental to inclusivity; we know, for example, that racism seriously impacts mental health and that individuals who feel tokenised leave education as a result.

Confidence in talking about race

What do we really mean when we say that are we trying to meet the needs of all learners? Do we have the voices of those with the lived experiences sitting round the decision-making table to discuss these ‘needs’? To encourage critical thinking, this involves exploring different viewpoints, including the views of people from ethnically minoritised backgrounds.

I worry that, with the best of intentions, this ambition could get lost in conversation if we don’t address the problem of the lack of confidence in talking about race. The Great Representation programme, which over 150 school leaders across Hertfordshire have participated in, showcases excellent examples of how schools have worked to achieve greater racial equity over the past three years.[1]

To achieve an inclusive curriculum, we should bring a diverse group of people with a broad range of lived experiences to the table. This group should be diverse in socioeconomic background, race, religion, marital status, education, gender, sexual orientation, neurodiversity, disability and upbringing.

This will allow for more innovative and engaging debate, but to be truly inclusive, as Rachel MacFarlane has said: ‘much attention [will have been] given to the language used by members of the school community. Staff will have given time and serious thought to an examination of the complexities, nuances messages and meanings conveyed by the words that are used around protected characteristics, inclusion and diversity.’[2]

More teachers of colour

<--- The article continues for users subscribed and signed in. --->

Enjoy unlimited digital access to Teaching Times.
Subscribe for £7 per month to read this and any other article
  • Single user
  • Access to all topics
  • Access to all knowledge banks
  • Access to all articles and blogs
Subscribe for the year for £70 and get 2 months free
  • Single user
  • Access to all topics
  • Access to all knowledge banks
  • Access to all articles and blogs