2. Conceptualising Racism and Anti-Racism
3. “System Conditions”
3.1. The Law, Policies and Official Reports
3.1.1. Overseas Trained Teachers (OTTs)
3.1.2. Teachers of BAME Heritage
3.1.3. The Sewell Report
3.2. Statements of State Representatives and Public Figures
3.2.1. Kemi Badenoch—Critical Race Theory
Our curriculum does not need to be decolonised, for the simple reason that it is not colonised. We should not apologise for the fact that British children primarily study the history of these islands. It goes without saying that the recent fad to decolonise maths, decolonise engineering and decolonise the sciences that we have seen across our universities—to make race the defining principle of what is studied—is not just misguided but actively opposed to the fundamental purpose of education. The curriculum, by its very nature, is limited; there are a finite number of hours to teach any subject. What we have not heard in this debate, from honourable Members on both sides of the House who want more added to it, is what must necessarily be taken out....
Of course black lives matter, but we know that the Black Lives Matter movement is political. I know that because, at the height of the protests, I have been told of white Black Lives Matter protesters calling a black armed police officer guarding Downing Street—I apologise for saying this word—“a pet nigger”. That is why we do not endorse that movement on this side of the House. It is a political movement. It would be nice if Opposition Members condemned many of the actions of that political movement, instead of pretending that it is a completely wholesome anti-racist organisation.
Lots of pernicious stuff is being pushed, and we stand against that. We do not want teachers to teach their white pupils about white privilege and inherited racial guilt. Let me be clear that any school that teaches those elements of critical race theory as fact, or that promotes partisan political views such as defunding the police without offering a balanced treatment of opposing views, is breaking the law….
Why does this issue mean so much to me? It is not just because I am a first-generation immigrant. It is because my daughter came home from school this month and said to me, “We’re learning Black History Month because every other month is about white history”. That is wrong and it is not what our children should be picking up. Those are not the values that I have taught her. They are yet another sign of the pernicious identity politics that look at individuals primarily as groups of biological characteristics. People often do not realise when that has taken hold, and I know that many of them are well meaning…. History tells us that this is a country that welcomes people, and that black people from all over the world have found this to be a great and welcoming country .
3.2.2. Liz Truss—The New Fight for Fairness
3.2.3. Laurence Fox—The Duchess of Sussex and Sikhs
3.2.4. Eamon Holmes—The Duchess of Sussex
3.2.5. Boris Johnson—Black People and Muslims
3.3. National Cultural Values and Attitudes
- the rule of law;
- individual liberty;
- mutual respect;
- tolerance of those with different faiths and beliefs and for those without faith.
- “respond to the ideological challenge of terrorism and the threat faced from those who promote it”;
- “prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support”;
- “work with sectors and institutions where there are risks of radicalisation”
4. System Conditions, Structural Racism and Anti-Racism
5. System Conditions, System Failure
- The political system adopts a different set of values and expectations to institutions;
- There are clashes in goals pursued within the system;
- Constructive forces of change meet conservative forces against change;
- The system continues to promote strong kinship and ethnic affinities and disregard the larger umbrella system  (p. 14).
6. Concluding Thoughts
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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