Actually, it does matter 

It has been four years since I wrote a piece in Nursery World on diversity.

Over the last two weeks, the spotlight has been on global protests against racism, which were sparked by the killing of George Floyd by police officers in Minneapolis. 

People across the world have been protesting over George’s killing as well as other deaths at the hands of police officers, and related discriminatory action and racism that the black community faces on a daily basis.

We had #BlackOutTuesday, where many individuals, brands and companies posted blacked-out images and stepped away from social media for a day. This included a range of companies and brands issuing statements of support and how they condemn racism, using the hashtag #BlackLivesMatter. Was this just a PR stunt, jumping on the bandwagon? Or are we finally seeing an overdue step in the right direction? I do hope that it is the latter.

Many of the stories on social media brought tears to my eyes, with accounts of racism including violent attacks, verbal abuse, bullying, subtle racism, and stereotyping in school, college, university and in the workplace. Even worse was that some of these stories are recent and included some of those companies that had ‘embraced’ #BlackOutTuesday and #BlackLivesMatter.

I have so many examples of incidents of racism that I have personally experienced as well as others that I have witnessed within Early Years. I don’t want to dwell on my own trauma in this area, because what is important is that change is needed and we ALL need to be solution driven and be uncomfortable, in order to get comfortable. 

There are many other areas where folks need to check themselves on their bias, especially on how we exclude a range of voices. One thing that those in our sector could start asking organisers is how diverse is their event/group and what is their rationale and thought process around the individuals that they have asked to be involved. This isn’t a solution to the systemic racism within the sector, but it will help in making sure that our events are inclusive. However, we need to look at discriminatory pedagogy practice and policy. 

I have also noted that people have been busy in the last week sharing book lists (I am doing one for a brand as well as other relatable pieces) that feature black children and areas of anti-racism. As a writer of children’s picture books and the creator of the characters of the first animation in the UK featuring a black British family, Jo Jo and GranGran, I feel that whilst they are a good place to start, books alone can seem tokenistic. It is not just books that will address racism, but the attitudes and beliefs of individuals. The change has to be with educators, starting with themselves and reflecting and recognising their own prejudices and privileges or indeed their unconscious racist behaviour. It is not helpful just to say that you do not see colour and that you treat everyone the same in a society where this clearly isn’t the case. 

I know some might say that we are in the middle of a pandemic and it is this that should take priority. But racism is equally a priority and statistics show that Covid-19 has impacted the BAME community more than any other group. So, yes, racism is an urgent priority.

My colleagues, Kate Moxley and David Cahn, have written a thought-provoking and informative piece on white privilege, via Kate’s website. Kate received comments on the post including, ‘She needs to be careful with what she is posting/saying.’ In addition, comments on her social media platforms have been from those not understanding what white privilege is. Both of these examples show that some are being defensive and are operating from a place of fear or ignorance. I would also add that people generally do not know how to discuss racism, neither do they know what this means in their day-to-day practice – with children and their families. This is more than a poster, book or doll. There is a lack of personal and professional development and understanding as to what racism looks like and feels like. I respect Kate and David for being brave and showing vulnerability as white colleagues examining how they should be doing more and reflecting on their white privilege. 

Jane Lane, a well-known advocate for anti-racism within the Early Years, would frequently state that we need white allies to speak up on racism. Equally, when black people voice their views on racism, some are told that they have a chip on their shoulder or are being difficult.

Yes, we do indeed need white allies to speak out on racism. Within the education chain, and Early Years, is where we can make a lasting difference to children’s view of race. This needs systematic change and the support of the Department for Education, Ofsted, and Government and shadow ministers. This includes the sector organisations and I am willing to work with them and others on this, exploring areas of initial qualifications, ongoing CPD and pedagogy practice and decolonising the EYFS. This means investment and not a one-off training day that ticks a box so that colleagues can say that they have done it. It is about ongoing dialogue, and respectful and honest conversations. 

We all need to stop, look and listen, for the sake of the children, in order that the next generation does not need to experience racism, and so that educators have the tools to effectively challenge racism and make sure that their practice is indeed anti-racist.

Suggested further reading:

Black and British: A Forgotten History, David Olusoga

Brit(ish): On Race, identity and Belonging, Afua Hirsch

Me and White Supremacy, Layla Saad

Natives: Race and Class in the Ruins of Empire, Akala

That Reminds Me, Derek Owusu

The Good Immigrant, Nikesh Shukla

White privilege: The myth of a post-racial society, Kalwant Bhopal

Why I’m No Longer Talking to White People About Race, Reni Eddo-Lodge 

Laura Henry-Allain is an international Speaker, consultant, writer and the creator of the characters JoJo and Gran Gran