Literature in Colour_TopTips_Secondary.pptx

Top Tips on building confidence in teaching texts by authors of colour

1. Top tips for building confidence in teaching texts by authors of colour Secondary

2. About the resource: All the teachers involved in the Lit in Colour reflective practice panel discussions wrote a series of tips, advice and book recommendations that they compiled based on their own experiences. We have collated this information as they support a foundation of knowledge that is appropriate for both primary and secondary teachers. We would like to thank all the teachers who contributed to this resource: Primary teachers: Karen Stringer, Luke Patterson & Omena Osivwemu Secondary teachers: Aaishah Rauf, Jessica Tacon & Joy Mbakwe

3. Our work is never finished As English teachers, we often spotlight authors and genres while side-lining or completely ignoring others. When deciding to make curriculum changes, consider your ‘why’ on as many levels as possible. Why are you teaching this particular text? Why do you want to teach this text now? What do you think your students will learn from this text? How will this experience equip them for their life journey ahead? We can be afraid to ‘get it wrong’ or ‘say the wrong thing’ and this can result in silence. We must commit to being unafraid of children who do not look like us, staff who do not behave like you and ultimately unafraid of getting it wrong and disrupting the status quo. Once we are able to accept that our beliefs about the world are not neutral, it is far easier to effectively engage in the work of anti-racism, as it is never finished. It is not a tick-boxing exercise that can be marked off at the end of the academic year coupled with a sigh of relief. It is hard, gruelling work that keeps going - regardless of whether we are inside or outside of the classroom. Being an ally and an advocate requires an ongoing commitment to learning and listening as this will ensure the best results for us and our pupils. Joy Mbakwe

4. Tip one: Embrace inclusive text selection Engage with stories that reflect the diverse world around us as this fosters a sense of empathy and understanding among students, promoting a more inclusive learning environment Select texts that represent different perspectives, cultures, and experiences written by authors of colour. Select texts that include characters from different backgrounds, ethnicities, genders, and abilities. Introduce texts from a variety of genres, including fiction, non-fiction, poetry, traditional tales and folktales by authors of colour across the world. Encourage students to explore these texts allowing them to connect with and potentially perform stories that resonate or expose them to different experiences.

5. Tip two: Encourage respectful discussions Begin by establishing clear ground rules for respectful discussions in the classroom. Encourage active listening, thoughtful responses, and a non-judgmental atmosphere. Reinforce the idea that differing opinions and perspectives are welcome, as long as they are expressed in a respectful and considerate manner. Demonstrate how to disagree respectfully and provide constructive feedback to student contributions. Model respectful communication during class discussions. When approaching topics of race and racism, use sensitivity and tact in your language and tone. Recognise that these discussions may evoke strong emotions, and be prepared to support students emotionally. Encourage empathy and understanding by framing discussions around personal experiences and lived realities while avoiding judgmental language.

6. Tip three : Build confidence through preparation Read books in advance and familiarise yourself with the cultural contexts and themes in diverse literature to feel more confident when teaching texts by authors of colour. Understanding the nuances and significance of the stories will enhance your ability to facilitate engaging discussions and provide meaningful insights to your students. Audit your school library provision to ensure it is representative. If you don’t have a library, could you use some budget to create a small faculty/ classroom lending library? Plan your lessons thoughtfully to include texts written by authors of colour strategically within the curriculum. Integrate these texts into various subjects (for primary teachers), linking them to the learning objectives and themes. Well-structured lesson plans will boost your confidence as you approach each teaching session with a clear vision and purpose.

7. Tip four : Collaborate and involve Collaborate with other colleagues and/ or other departments. Share ideas, best practices and resources related to diverse cultures, experiences and places. Involving pupils can always be valuable; presenting a selection of texts to a group of pupils can empower students to be active participants in shaping their learning experience. Involve parents and caregivers in the learning process by communicating the importance of an inclusive curriculum. Organize parent-teacher meetings or workshops to discuss the benefits of representation in education and seek their input. Extend collaboration beyond the school by involving community members, cultural organizations and local authors. Invite guest speakers and organize field trips that celebrate diverse cultures and experiences. Share the texts with colleagues who might benefit from engaging with racial and cultural diversity in their classrooms. Connect themes to history lessons, art projects, or science activities that align with the cultural context. Explore subject-specific CPD providers to broaden your knowledge or address gaps in knowledge about culturally responsive teaching and diverse literature. For example, you can involve your SLT by presenting to them during an INSET or staff briefing?

8. Tip five: Consider classroom demographic Avoid shoehorning or contextualising. Be mindful of what the purpose is. We need to expand children’s life experiences – some children have very isolated lives and thus they may have stereotypical views or biases that need addressing. Ensure the literature represents various cultures and perspectives to enhance students' sense of belonging and cultural pride. Introduce texts that reflect the local culture, history, and traditions of your students' community or region. This fosters a connection between the classroom and the students' immediate environment, making learning more relevant and meaningful. Some books chosen should also reflect the realities in your classroom and in society. For example, consider strong messages of self-esteem about Afro-hair or learning about wearing a hijab. These texts can serve as valuable tools for fostering empathy, understanding, and critical thinking about real-world issues that impact their lives.

9. Text recommendations for continuous reflective practice and teaching I Heard what you said – Jeffrey Boakye Black and British – David Olusoga Postcolonial Banter – Suhaimah Manzoor Khan Migrants – Issa Watanabe Stolen History: the truth about the British Empire and how it shaped us – Sathnam Sanghera Musical Truth: a Musical history of Modern Black Britain in 28 songs – Jeffrey Boakye