Integrating Global & Anti-Racist by fjzhangm


									The Story of GARP (Integrating Global & Anti-Racist Perspectives) “The concept of Global and Anti-Racist Perspectives in the curriculum is not a new one; over many years there have been numerous initiatives and examples of good practice, together with excellent resources, produced by highly committed individuals and organisations.” (introduction Primary GARP) In 1999 the MacPherson report into the police investigation following the racially motivated murder of Black teenager Stephen Lawrence was published. The report acknowledged the significant weight of opinion that the National Curriculum did not adequately reflect or value cultural diversity and recommended that “Consideration should be given to amendment of the National Curriculum aimed at valuing cultural diversity and preventing racism, in order better to reflect the needs of a diverse society” This recommendation, together with the resulting publication of the Race Relations (Amendment) Act 2000, which made it a duty for all schools to prepare and maintain a written Race Equality policy, was perceived by many teachers and others involved in education as providing a new impetus for the incorporation of those perspectives within the curriculum. However, the lack of these perspectives within the new National Curriculum, published in September 2000, and in the QCA Schemes of work for each curriculum area, led to a widely felt sense of disappointment and frustration; all too often, the inclusion of these perspectives continued to be perceived as additional to the day-to-day curriculum, rather than as an integral part of the curriculum and dependent upon the work of committed individuals and organizations. It was against this backdrop that MUNDI, Nottingham’s Global Education Centre, held a meeting in October 2003 for Primary practitioners entitled “Integrating Global Perspectives in Schools” The meeting was well-attended and one of the planned outcomes of the meeting was that supply cover could be paid to schools to enable teachers to plan for the inclusion of Global Perspectives in their teaching. After opportunity for group discussions, several teachers outlined their ideas for work, which they wanted to undertake but one group wanted to address the issue of both Global AND Anti-Racist Perspectives across the whole of the Primary Curriculum. Most of these teachers, including one head teacher, had been involved in, and committed to, work of this nature over several years and felt strongly that a comprehensive resource was needed, which would support busy teachers to integrate these perspectives within their teaching in all curriculum areas. By chance, one of the teachers was aware that there were currently DfES sabbaticals available to enable teachers to undertake curriculum development projects within their schools. It was agreed that, despite a very tight deadline, an application would be made for several sabbaticals to enable teachers to be released from their teaching duties to work on the development of a comprehensive resource which would identify Global and AntiRacist Perspectives within the Primary Curriculum and also the resources to support their inclusion in teaching and learning activities. The original enquiry about the availability of sabbatical monies referred to the development of “a sort of handbook which would provide ideas/information/resources, perhaps even lesson plans across the curriculum for KS1 and 2” Three sabbaticals totaling £18000 were made available and the recruitment of

key personnel to undertake the development of the resource began. Initially, several individual teachers with proven track records in this area of work were identified and they and their head teachers were approached and invited to participate in the development of the resource. At an initial meeting a timeline and an action plan were developed and the broad format for the resource was agreed. We wanted to create a resource which would:     Be linked to NC/QCA Units/Early Learning Goals – not an “add-on” Identify “GARPs” across the Foundation and Primary curriculum Identify resources to support the “GARPs” Be free to every City of Nottingham Primary and Nursery School

From the beginning there was a awareness of the need to utilize the knowledge, skills and experience of as many teachers as possible and not to simply rely on word of mouth. Articles about the project were written for the Ethnic Minority Services newsletter, inviting teachers to contribute to the resource, all City Head Teachers were contacted asking them to identify staff who might be asked to contribute and there was a presentation about the project given at a City Heads Conference. As a result we were able to recruit a number of practitioners to write particular sections of the resource. Despite our best efforts, and the availability of funding to pay for work undertaken, recruiting people to write some sections for the resource remained difficult and much of this work fell to four main “co-authors” . During the process of researching and writing the resource, particularly the curriculum grids, we became aware of the very many initiatives and resources, which have been developed across the country, and also of the enormity of the task we had set ourselves. As we developed the resource new ideas were constantly generated and the scope of the resource expanded – as did the number of pages. We were fortunate to be able to work closely with a very talented and extremely committed (and patient) desk-top publisher who turned out WORD documents into an attractive and colourful format. The entire document had to be proof-read several times before it could be printed. It was thanks to the vision and commitment of one head teacher in particular that we were able to have an initial 250 copies of the resource professionally printed. What’s inside the manual? Following a forward by Doreen Lawrence OBE , the main part of the resource, which is in ring binder format comprises a curriculum map for the whole of the Foundation and Primary National Curriculum, cross-referenced to QCA units, which identifies global and anti racist perspectives within every unit, and includes a list of suggested resources and websites. In addition a Global History timeline makes it possible to see what key events were taking place across the world at any point in history, whilst a World Religions timeline shows the relationship between many of the main World Religions. The inclusion of a perpetual calendar makes it possible to celebrate a variety of historical events and the achievements of individuals and organisations. A section of Bright Ideas and Case Studies provides busy teachers with a wide choice of ideas and activities upon which to base their own work, whilst an advice section on

how to avoid reinforcing stereotypes provides common sense and teacher friendly guidance. Other sections provide guidance on the developing Global and North-South Learning Partnerships, working with artists and useful addresses. At the suggestion of many teachers using the resource, a CD ROM was subsequently developed, containing all the curriculum grids and enabling teachers to adapt their planning electronically. It’s unique! As far as we know, there is not another resource available which is as comprehensive as the GARP resource. Certainly, when it was shown to QCA no-one was aware of a resource of similar breadth. The resource was launched at the National College for School Leadership in Nottingham on 16th June 2006, with keynote addresses from Doreen Lawrence OBE, and Robin Richardson. This national launch event was followed by a series of local launch events attended by almost every Nottingham City School. Every Primary School in the City of Nottingham received a free copy of the resource. The resource was so well thought of in Nottingham that the LA allocated £ 200 to each city Primary school, ring fenced for the purchase of resources identified within the GARP resource. In addition One Nottingham, Nottingham’s Local Strategic Partnership funded two additional copies for every Primary school in the city. Since then it has been bought by schools, Local Authorities and many other organisations and individuals all over the country and has received very positive feedback. In addition the resource has provided the stimulus for a number of exciting in initiatives at many levels in other parts of the country. “'Integrating Global & Anti- Racist Perspectives within the Primary Curriculum' has taken the issues right into the heart of the National Curriculum. The resource helps schools to really embrace and integrate global and anti-racists ideas into daily teaching and learning activities. It helps schools to move away of teaching about diversity and anti-racism as a topic or a block week; instead incorporating it and ensuring it becomes part and parcel of the schools et „At long last- a comprehensive, cross curricular resource covering all the primary age range. There‟s now no excuse for the curriculum not to reflect the diversity of the children in our schools. A major step forward in the fight against racism‟ Nottingham Headteacher „A useful and well targeted resource, identifying a wide range of relevant books and websites to support the multicultural dimension of the primary curriculum‟ Education Library Service „My students found this resource incredibly useful, and so have all the teachers they have shown it to!‟ Primary PGCE Principal Lecturer „This is an extremely useful resource for anyone involved in primary education in any capacity.‟ Multiverse website

There was always an intention that any profits made should be ploughed back, firstly into a second print-run and secondly into the development of a Secondary GARP resource. In fact such has been the demand for the resource that there have been two reprints printed.The most recent and very exciting development is that One Nottingham have again committed funding to the project, this time to the development of a similar resource for Secondary Schools. This funding, together with the monies held from the sale of the primary resource is enabling secondary practitioners to be paid to write curriculum materials and case studies. The new resource is due to be published in September 2010

Stella Nickolay

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