Racism in society: what’s education got to do with it?
By Paul Miller, PHD
Racism is an ugly stain on humanity. How wonderful it would be if we all thought of ourselves as equal – regardless of race/ethnicity. This is obviously not the case, and for the past 400 years, people who are not white have faced untold miseries due to the colour of their skin or their ethnicity. The recent murder of George Floyd in the United States of America is a poignant reminder of two important power imbalances, first - between the people and the police, and second, between white and non-white people.
Racism in England and the UK is endemic in every facet of society – religion, judiciary, industry, education, etc. In the main, England (and by extension the UK) can be considered an inclusive country. However, beneath the surface, the practices and cultures of many institutions, within and outside education, are anything but inclusive. What goes on in educational institutions is important for several reasons, not least because educational institutions are melting pots of diversity and difference, and thus mirrors of society, but because many of society’s values are simultaneously tested out, challenged, shaped, re-affirmed and embedded through and within the social discourses and practices occurring within these (and other) institutions. Consequently, educational institutions have a significant role and responsibility to tackle all forms of prejudice through its curricular, human resource policies and other operational practices and systems. In its simplest sense, an educational institution is a microcosm of society, and should reflect a diversity of ideas, values and beliefs, and a diversity of people. Yet, the practices of many educational institutions reify racist practices through practices, cultures and policies that undermine equity in human existence.
Racism is, “conduct or words or practices which advantage or disadvantage people because of their colour, culture or ethnic origin. In its more subtle form, it is as damaging as in its overt form” (Macpherson 1999, p.41). Racism can also take many forms. For example:
Personal: related to private beliefs, prejudices, and ideas that individuals have about the superiority of whites and the inferiority of non-whites.
Interpersonal: occurring between individuals. It occurs when the private beliefs of individuals affect or influence their interactions with others.
Institutional: related to unfair treatment, policies and practices, inequitable opportunities and impacts within organisations and institutions, based on race, which routinely produce unequal outcomes for whites and non-whites.
Structural: related to a system in which policies, institutional practices, cultural representations, and other norms work in various, often reinforcing ways to perpetuate racial group inequality. It involves the cumulative and compounding effects of several factors including the history, culture, ideology, and interactions of institutions and policies that systematically privilege white people over non-whites.
Education is the seed and flower of development. However, education perpetuates racism in two main ways: first, through racist practices, systems and structures within institutions; and second, through the delivery of a curriculum that is not racially inclusive. It would take nothing short of a miracle to find a truly Anti-racist organisation in England (and the UK), and attempts to make organisations Anti-racist have, in recent time, been met with apathy from some and disdain from others, compounding and cementing the problem of race inequity. In as much as education is the seed and flower of development, it is also the last great hope of humanity. Put differently, if education, as a process and as a tool cannot save society from itself, then what can? Educational institutions must do much greater work through their curriculum to tackle racism, through their research and through everyday practices. Every institution, from nursery to university has to, and is indeed playing a part in shaping the future of society, and their programmes, policies and practices contribute to the future we will inhabit.
Racism is endemic in British society and in our educational (and other) institutions (Miller, 2019), and we shouldn’t be naive in thinking that racism can be fixed without education playing a hugely important role in this. What goes on in schools, the content of what is taught, and the overall experiences of learners are building blocks to challenging racism. Racism is costly. Not taking any action to tackle is even more costly. And taking action to tackle it is also costly. Yet, there can be ‘no opt out’ for tackling racism in any sector or society, nor in any institution. At such a time as this, society needs education to provide the languages, the skills, the training, the research; but equally, education needs society to start developing, espousing and living values of equity, social justice and Anti-racism. Tackling racism does not start and end at the gates of educational institutions. Nevertheless, educational institutions have a duty of care to society, and to all who study and work therein, to work towards finding or developing solutions aimed at tackling racism.
References
Macpherson, W. (1999). The Stephen Lawrence Inquiry. CM 4262-I. London, the Stationery Office.
Miller, P., 2019b. ‘Tackling’ race inequality in school leadership: positive actions in BAME teacher progression –evidence from three English schools. Educational management administration & leadership, OnlineFirst.
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