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The Building Racial Literacy team at Education Scotland are so inspired by all the children and young people’s anti-racist voices as we hear from our alumni community about all their work promoting anti-racism. Continuing to keep these voices at the heart of our work, we are working with an amazing illustrator and creating an ‘Young Anti-Racist Voices’ anthology to capture this ripple effect.

We are inviting all children and young people (Ages up to 18 years) to send in submissions. We will be choosing approximately between 30-40  pieces to include in our anthology. Please see guidelines below

•     Submissions could be poems, artwork, or short stories

•     Submissions should be around the theme of anti-racism/racism/social justice. This could include experiences of racism or being part of an anti-racist project (e.g. a non-fiction story). They could also be around the theme of hope for an Anti-Racist Scotland.

•     They can be created individually or as a class, club or youth group

•     No names or personal data should be included, or any other personal identifiers

•     500 words maximum

The anthology will be publicly accessible as an e-book on the Education Scotland website and possibly shared in other appropriate media.

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Online Gallery - Show Racism the Red Card

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Show Racism the Red Card (SRtRC) is the UK’s leading anti-racism educational charity.

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In this post, I share an interdisciplinary learning project that I developed for my classes during lockdown. This unit will help young people develop closer bonds with their relatives, strengthen their sense of identity and gain a better understanding of the past as well as the present. This project is appropriate for pupils of any racial identity; for pupils of colour it becomes a powerful act of resistance.

Gathering family stories that would otherwise be lost, erased and denied allows us to learn about our elders' lives under colonial rules. It is a crucial aspect of decolonising the curriculum, especially the typically white-washed History taught in schools.

The unit I developed for my own National 5 and Higher English classes could be adapted for pupils in S1 - S6 (11 - 17 years old).

For older pupils, this unit would be a good starting point for a reflective or creative essay for the National 5 or Higher portfolio. The unit presents other possible outcomes for younger pupils (even in primary school), such as designing the missing pages of a History textbook, creating a newspaper article, writing a poem, drawing a comic and making a Thank You postcard inspired by family stories. In fact, you could use this project as a parent with your children or as an individual looking for some structure to guide the discovery of your own family history. If you would like to get a free PDF version of my unit, please send your request to theantiracisteducator@gmail.com

Preserving Family History Project
Once Upon a Lockdown...
A lot of us will be stuck at home with our family, spending a lot more time with our relatives (whether we like it or not).

This is the perfect chance to bond and learn more about our family's past.

We think we know our family members and their lives, but now we can discover some of the stories that we've never heard before.
A Phone Call Away...
For some of us, our family may be far, far away. But technology is great for helping us stay in touch.

Now is the time to Skype, FaceTime, Zoom or make a simple phone call to speak to the relatives who do not currently live with you.
For this project, you will need:
- A pen and some paper to take notes

- A device to make calls (if you want to speak to family members not currently living with you)

- Relatives to speak to (arrange this in advance if they are busy)

- Curiosity, compassion and creativity

- An open mind

At the end of this project, you will have recorded some of your family stories to preserve and celebrate your family's history. This could be through a piece of writing and a piece of art.

What counts as History?

We often think that 'history' refers to all the big, significant world events. However, the definitions of 'history' may vary. Take a look at the following definitions and consider which ones resonate the most with your understanding.

The second pictured definition focuses on the idea of a 'story.' In that sense, the history of your family will be made of all the stories family members have to tell.

Bear in mind that there are many sides to one story.

Those different family perspectives can make our history all the more exciting. Our family may very well have a different side to the stories present in History textbooks.
Where Is My History?
British-Pakistani poet, Suhaiymah Manzoor-Khan explores what 'history' means to her in her poem entitled She pays particular attention to her family's history that tends to be forgotten in all the History textbooks and museums.

Here is an extract from her poem for you to think about:

When we study history, we tend to focus on 'significant' events in a country and around the world. However, who gets to decide what counts as 'significant'?

Who decides whose stories are more important?

Churchill himself is guilty of being a "victor writing History": he claimed that the Bengal famine was caused by Indians "breeding like rabbits" rather than admitting that his own colonial policies were responsible for the famine.

Suhaiymah Manzoor-Khan's poem highlights the fact that a lot of our family history is not recorded and not included in textbooks and museums. By investigating and recording some of your family history, you will get a chance to take back control. You will get to preserve and celebrate the stories of your relatives and ancestors that may otherwise be forgotten.

Use the family tree below to get you started, starting off with yourself at the bottom, your parents above that, their parents and so on. Use the space around and above the tree to add extra boxes and branches as required (aunts, uncles, step-mothers/fathers, etc.). Alternatively, you can use an online family tree creator following this .

How far out do your branches reach out? Can you extend any branches and add more boxes? Are there people missing that you don't know about? You can ask a family member to help you at this stage.

Jot down the things you already know about your family members on the tree. If you run out of space, you can do this on a separate sheet of paper. This could include:

names/nicknames (and the stories behind these)

relationships

significant family events (weddings, birthdays, funerals, etc.)

world/national events that may have affected your family (wars, national independence, civil rights/women's rights movements, genocides, persecutions, famines, plagues, natural disasters, etc.)

Are there any gaps on your tree? Are there things you simply don't know? Write down any questions that have come to your mind about your family's experiences:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What stories have you already heard from your relatives? What else could you find out about those stories? Or are there any new stories you would like to hear?

Take notes of those stories as follows:
1. Stories I know
E.g. That time when my parents first met.
2. Questions about those stories E.g. What were their first impressions of each other? When did they first realise that they were ready to get married? 3. New stories I would like to discover E.g.The first time grandmother was allowed to vote.
These are some of the family stories and questions my class came up with during our first week of lockdown and virtual learning:

What was it like being a wartime type-writer?

How did you fight off a snake in the village?

Whose idea was it to put me (as a baby) in the fridge when it was too hot? And what were they thinking?

What was your scariest experience as a police officer?

Why did you run away from boarding school?

What was it like for my great-grandfather to fight for the British during World War One? He was stuck in Burma and he had to walk all the way back home to India using leaves as shoes.

What was it like moving away from Pakistan to build a family in the UK? Do you regret your choice?

What was it like living in Glasgow tenements with temporary shelters for air raids during World War Two?

What was it like for my grandmother to experience the loss of her daughter who suffered from malnutrition?

How did it feel for my grandfather to leave his remote village in Pakistan, get a degree and move to the UK, against all the odds?

What was it like being forced to leave Iraq because of war?

How did grandmother feel when she married grandfather and had to live with his other wives?

What was it like to go to the cinema for the first time?

How did grandfather escape after being captured as a prisoner of war?

What was your favourite thing about opening a restaurant?

Other generic questions:
· What does "home" mean to you?

· Tell me about your earliest memory?

· What are you most proud of in your life?

· What are some of the scariest moments of your life?

· What are some of the happiest moments of your life?

· What are some of the saddest moments of your life?

· What are some of the most difficult times of your life?

· Tell me about some of the most exciting experiences in your life.

· Do you have any claims to fame?

· Do you have any regrets?

· If you could go back in time and relive one moment in your life, what would it be? Why? Tell me more about it.

· Who were your role models in life? What did you admire about them?

· Could you share what you have learned about life? What wisdom could you share with me?

Take a note of other questions you would like to ask.

__________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Once you have thought of questions, you might want to think of the best people to ask for this project. Unfortunately, not all our relatives will be alive to answer the questions we might have for them. However, you might find that those who are alive may have their answers for you!

You may choose several people to speak to and you might even gather different versions of the same story. The more perspectives, the better!

· Interviewee 1: ______________________________

How will I speak to them (circle the answer): in person / phone call

When would be a good time for them? ________________________

Will I need anybody to help me speak to them (if they speak a different language for example, or if they struggle with disabilities)? ___________

· Interviewee 2: ______________________________

How will I speak to them (circle the answer): in person / phone call

When would be a good time for them? ________________________

Will I need anybody to help me speak to them (if they speak a different language for example, or if they struggle with disabilities)? ___________

· Interviewee 3: ______________________________

How will I speak to them (circle the answer): in person / phone call

When would be a good time for them? ________________________

Will I need anybody to help me speak to them (if they speak a different language for example, or if they struggle with disabilities)? __________

The Interviewing Process

Make sure that your interviewees are aware that this is a school project and that you will be recording and using some of their stories. There are many ways of recording stories this:

- Write notes on paper

- Type notes in a Word document on a tablet or Ipad

- Use a phone to record what your relative is saying

- Doodle some ideas while you listen to their stories
Active listening means asking questions...
It doesn't have to be a one-way conversation.

Ask questions to check that you understand everything they are telling you.

Show that you are listening by nodding, smiling and using your body language to show that you care.

However, you don't want to be firing away questions one after the other. That can put people off... We all need time to think when we are asked questions. And it takes time to tell stories properly, from beginning to end. Give your interviewee time to think and develop their answers and stories. Be patient and enjoy the conversation.

You don't have to stick to a script. Express your reactions, your surprise, your compassion and your curiosity when hearing new stories.

Take a note of your feelings because this might help you with your final piece of writing/art.
Hearing these family stories made me feel...
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You may have more questions after the conversation is over. Take a note of these and, later on, pick up the conversation where you left it. Repeat the interviewing process several times to get the juiciest bits of your family stories!

Transforming Oral Stories

Using your notes, pick your favourite bits of the family history you explored. Use these ideas to create any of the following genres of writing:

- A reflective essay

- A creative short story

- A poem

- A comic

- A newspaper article

- The missing pages of a History textbook

- A postcard

You can test a couple of them first and you can choose to do more than one (e.g. a poem and a postcard). The next part of this unit provides guidance for each genre.

For this type of writing, you will need to write the story from your personal perspective. Reflection involves contemplating, thinking more deeply about what you learned from this process of hearing family stories.

Using some of these questions may guide your reflection:

Did you have any interesting realisations about your family?

How did it feel discovering this family history?

Did it change your impression of your family?

How did it affect your sense of identity?

Has your understanding of your family heritage changed?

Do you think you used to value your family members enough before this process?

A reflective essay can take the form of:

Here is an extract from a reflective essay written by an S4 pupil. He reflects on his mother's incredible story from her childhood when she lived in a remote village in India.

For this type of writing, you can 'embellish' your family history and use your imagination to fill in the gaps.

You probably only heard one side of the story, so you could play around with different perspectives to figure out what would bring the story to life. Toni Morrison does the same in her award-winning novel, . The following extract explains what inspired her to write the story:

A Poem

Poetry requires you to be brief and concise. It often requires a process of writing and re-writing:

Try writing a few paragraphs about your chosen story or experience, emphasising emotions and using as much description as possible.

Underline the key words and emotions that stand out

Create a word bank to see if you can come up with synonyms and better ways of expressing the key words you underlined.

Play around with the structure of your poem to create a rhythm (saying it out loud will help).

In the following poem, Suhaiymah Manzoor-Khan celebrates her grandmother's everyday life.

NaniShe smells like untouched snow And morning mountain dew Her fingers peel potato skins Like unwrapping giggles  children's lips She coaxes rice grains into scoops And evaluates inexact measurements ... She slips money into children's hands  a twoeyed wink And she is fresh fresh freshly bathed Clean like rose water Knees like old age But lips murmur over English words Learning learning learning She gave and she gives

Nairobi Thompson's collection of poems (Bayonets, Mangoes and Beads: African Diasporic Voices from WWI and WWII) explores the forgotten history of the African diaspora's contributions to World Wars. The following poem conveys the experience of Senegalese soldiers forced to join the French army, drawing strong parallels to slavery (which was officially abolished at the time).

A Comic

A lot like poetry, comics require you to be brief and selective with your use of words. Images should enhance the plot, allowing you to show the story rather than tell. Also a lot like a short story, you need to make sure there is a clear beginning, middle and end.

The extracts above come from the graphic novel 'Freedom Bound: Escaping Slavery in Scoltand' by Warren Pleece, Shazleen Khan and Robin Jones.

Just like the creative short story, you may need to use your imagination to fill in the gaps. However, it is also possible to be more factual and reflective if you wish to stick more closely to your interviewee's stories.

Newspaper Article or Missing Pages from a History Textbook

In the following extract, Suhaiymah Manzoor-Khan questions what counts as 'significant' enough to be classed as History.

By selecting the most interesting and exciting parts of your interviewees' stories, you have the choice of:

Writing a newspaper article with the story as a headline (as if it was published at the time that it happened).

Writing a page from a textbook that uses your family's stories as source to inform the reader about some aspect of your (or the world's) history.

You can look up examples of contemporary newspaper front pages or History textbooks to follow as a model.

A Postcard

This is a great way to thank your interviewees for taking part. You could illustrate one of their stories and write and thank you message for them.

Possible illustrations for the front:

An extract from your comic

Your favourite lines from your creative writing/reflective essay

Your poem with illustrations

Your newspaper headlines

A picture of their favourite moment/story in life

What you could write at the back:

Thank them for taking part in your school project

Express your gratitude for their time and patience during the interview

Explain how it made you feel to hear their stories

Tell them how much you love them

If you enjoyed this project and completed any of the written and artistic outcomes, please share them with us by sending us an email (theantiracisteducator@gmail.com) or tagging us on (@AntiRacistEd). We'd love to discover your decolonised versions of history!

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Preserving Family History: An Act of Resistance (Learning Resource)

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In this post, I share an interdisciplinary learning project that I developed for my classes during lockdown. This unit will help young people develop closer bonds with their relatives, strengthen their sense of identity and gain a better understanding of the past as well as the present.

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KS3 English Poetry: ‘Identity’: free resources for English teachers

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Lesson outlines and worksheets created by Teach First English teachers using films from BFI Player to support teaching KS3 poetry of identity.

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Complete this form then email your piece to edsbrl@educationscotland.gov.scot with the subject line of Anthology

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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We ask that submissions are not longer than 500 words, though would recommend aiming to be less that 300.

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We are collecting submissions until 31st March.

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Scottish Black & People of Colour Writers' Network Anthologies

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Scottish Black & People of Colour Writers' Network Anthologies

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2022 Mixtape: Writers of Colour Audio Anthology Curated by Hannah Lavery and Marjorie Lotfi Sound Design by Sarya Wu to […]

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October is important for Black Britons across the United Kingdom. Since 1987, Black History has been celebrated in the UK every year during this month. Which, is why I believe it's incredibly important for BHM to be celebrated. But, learning and celebrating black history shouldn't be restricted to just October.

To continue the celebration of Black History, here's a list of 10 amazing poems you can start reading beyond October. The poems are extremely thought-provoking and written by a number of talented poets of Afro- Caribbean heritage.
1. The British ( serves 60 million) by Benjamin Zephaniah
A witty, creative, and poignant poem written by one of Britain's most well-known poets. A recipe is used as an allegory for both British people and society. In this poem, Benjamin Zephaniah reminds us to celebrate Britain's multi-cultural identity. He uses ingredients to represent different cultural backgrounds and ethnicities that exist within the UK.

Although amusing, the poem does contain an important message regarding the integrity of our society. Towards the end of the poem, Zephaniah reminds the reader to 'Give Justice and Equality to All', no matter what.

Favourite quote: ' Mix some hot Chileans, cool Jamaicans, Dominicans' - the wordplay is fantastic.

Watch a performance of the poem here.

Find out more about Benjamin Zephaniah here.
2. Conversations about Home ( at the Deportation centre) by Warsan Shire
In this heartfelt poem, Warsan Shire explores the themes of belonging, displacement, violence, and loss. The narrator shares their lived experience as an asylum seeker. Shire details the harsh realities of both what has been left behind but also the uneasiness of the present. Although frightening, the narrator makes it clear that this is still more preferable than her previous home, even if it is filled with discrimination and bigotry. The powerful use of metaphors throughout this poem creates vivid images that allow the reader to feel like they are with the narrator throughout their unsettling journey.

Favourite quote: ' No one leaves home unless home is the mouth of a shark'.

Watch a performance of the poem here.

Find out more about Warshan Shire here.
3. A Portable Paradise by Roger Robinson
An uplifting poem which highlights the importance of self-belief in our daily lives. Robinson's poem is an ode to his grandma's advice, which almost becomes a mantra for him. The poem makes subtle references to how the outside world can affect our own perception of life and self. The ' portable paradise' is never specified but can be interpreted differently by each individual.

Whether it is a feeling of quiet confidence, a fond memory that provides you with comfort, or a belief that will get you through difficult times; It is important to have these 'happy places' and 'safety nets'. The poem itself becomes what could be considered our own portable paradise, as we ourselves might recite our favourite lines that bring happiness.

Favourite quote: ' find a lamp and empty your paradise onto a desk: your white sands, green hills and fresh fish'.

Listen to the poem here.

Find out more about Roger Robinson here.
4. Prejudice by Rakaya Fetuga
In this poem, Rakaya Fetuga unpacks the different levels of prejudice that is faced by Black Britons in society today. The poet refers to systematic racism, colonial inheritances and islamophobia, highlighting the dual nature of the society we live in. The familiar narrative that has been put forward is that as a society we are progressive about race issues; however inaccurate histories, lazy stereotypes and convenient boxes ( such as BAME) still exist. Ms Fetuga comes to the conclusion that the Black community, instead, can create their own narratives, tell their own stories, and have pride in their own heritage. Even, if Britain will not.

Favourite quote: ' I am a Black, British, Muslim woman with West African roots - just because she wears a scarf too doesn't mean we're in cahoots, just because he's kind of dark too doesn't mean we're shooting hoops'

Watch the poem here.

Find out more about Rakaya Fetuga here.
5. Di Great Insohreckshan by Linton Kwesi Johnson
In this resistance poem, the acclaimed dub poet and performer Linton Kwesi Johnson recounts the feelings of many Black Britons during the 1981 Brixton riots. The riots were in response to the police brutality, discrimination and antagonistic laws that were brought by the government, which led to much tension and frustration in communities throughout the UK. In ' Di Great Insohreckshan', Johnson's unapologetic use of patois is not only paying homage to his background unapologetically; but is also being unapologetically political. The poem which has been performed for almost 40 years, is still as relevant today as it was then.

Favourite quote: ' Fi make deh rule of dem understand, Dat we NAH take no more of dem oppression'

Watch a performance of the poem here.

Find out more about Linton Kwesi Johnson here.
6. ENG/LAND or Thoughts After Thinking About Buying an 'ENGLAND' Bucket Hat Ahead of the 2018 World Cup Semi-Final Match Against Croatia by Bridget Minamore.
In this poem, Bridget Minamore explores her complicated relationship with England. Minamore notices that there are things about the country that seem like home, whilst others only serve to alienate her. This ranges from exploitative consumerism to racist rhetoric that is sometimes disguised as patriotism. The poet does however have a love for her version of England; where she grew up and the people that surround her. At the end of the poem, Minamore realises that although she has a conflicting relationship with England, it is still her home. This is an all too common theme for many of us ethnically diverse Brits who struggle with our own sense of belonging.

Favourite quote: ' My sort-of land? My passport part of this land, a so-called United Kingdom of lands and my land in this kingdom is England'.

Read the poem here.

Find other works by Bridget Minamore here.
7. Watershed by Gboyega Odubanjo
A delightful poem which emphasises the importance of representation. The children in the poem both curious and fascinated by the music they are exposed to, are even more delighted to watch Michael Jackson's performance. It is evident in the poem that children are ecstatic to see someone who resembles them on TV, which in turn encourages them to explore their own relationship with music.

Favourite quote: ' soft carpet on toes headbanging, with afros as close to the telly as possible'.
8. fire by Amina Jama

In this poem, Amina Jama explores the migrant experience in Britain, through the lens of a woman. The woman referred to in the poem, much like many immigrants in Britain, is othered. Her feelings are all deemed to be strange and unfamiliar. But as the poem unfolds, it becomes clear that many of the migrant woman's experiences of loss, betrayal and poverty are human experiences.

The poem serves to humanise the migrant protagonist and celebrate her strength and vulnerability.

Favourite quote: ' they call our love urban'.

9. Amongst the Smog by Tanaka Fuego
Tanaka Fuego's poem refers to the bittersweetness of growing up in the capital. Fuego's recounts his experience in London and how climate change has affected the city. Much like the smog, that is mentioned in the title, London atmosphere itself can be seen as smothering. The constant repetition of the word 'ISN'T'. shows the conflicting feelings Tanaka has about his city. The poet's subtle reference to Britain's lack of accountability can be attributed to many things -colonial inheritances, protecting the environment and ultimately protecting its people.

Favourite quote: 'Correct me if I'm wrong, But I think Britain has attachment issues'.

Find out more about Tanaka Fuego here.
10. Alive by Antonia Jade King

In this poem, Antonia Jade King explores how Black woman's hair is viewed by society. She writes about an all too familiar situation whereby Black hair and styles has been deemed unprofessional in the workplace. King rejects this notion and instead marvels at her hair and its beauty. She celebrates both its appearance and the statement it makes. Ultimately, she knows that society's prejudice about her hair cannot affect her, because she adores it.

Favourite quote: 'You call it unprofessional because of course professionalism is straight and white'.

Read the poem here.

Find out more about Antonia Jade King here.

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10 Poems that Celebrate Black History - The Black Curriculum

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October is important for Black Britons across the United Kingdom. Since 1987, Black History has been celebrated in the UK every year during this month. Which, is why I believe it's incredibly important for BHM to be celebrated. But, learning and celebrating black history shouldn't be restricted to just October.

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The Tale o’ the Glasgow Girls’ is a narrative poem written in Scots dialect by former EAL Teacher Euan Girvan.

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In early level, exploring themes around being unique, similar and different is a great place to build understanding of
acceptance.

Books like Elmer and Rainbow Fish are a great place to start. Create artworks celebrating diversity and inclusion.

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In early level, exploring themes around being unique, similar and different is a great place to build understanding of acceptance. Books like Elmer and Rainbow Fish are a great place to start. Create artworks celebrating diversity and inclusion.

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For education practitioners in Scotland interested in embedding anti-racist education in their setting.

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Middleground - magazine for mixed-race people

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Middleground is a literature and art magazine for mixed-race creatives to explore their identity and for mixed-race individuals to find resources. A mixed-race community for those who need it.

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Anti-Racist Education Guide for Teachers – Highland One World

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Kuro wrote this piece last year without possibly knowing about the chain of events that would lead to the recent protests around the world - a poem that takes on even more significance in light of those events.

A victim of racism in the past, Kuro decided he wanted to take a stand against the abuse.

He said: "I'm a young boy who isn't scared to say my opinion and stick up for what is right."

Kuro's poem won an award at a national youth spoken word competition earlier this year and he credits his mum, school and teachers for helping him to develop his poetry.

He doesn't consider himself to be an activist - but thinks young people can play their part against racism.

"Do what you can, go to protests, speak your opinion. If you don't speak out, you're part of the problem."

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How an 11-year-old boy is using spoken word to take a stand against racism

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Watch Kuro from London read his award-winning poem about racism

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At our second engagement meeting on Monday June 10th, we all took time to consider what role creativity and writing has in being an anti-racist. We shared thoughts on cultural appropriation, certain pieces of writing that have affected us, and the transcendence art can have in communicating messages where telling facts about racism can fall short.As part of this creative writing, we wrote some poetry.

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Today, The Anti-Racist Educator had the honour of facilitating a workshop on Decolonising Education for the NUS Scotland Black Students’ Conference. It was lovely for Hashim and I to work more closely with students of colour in Scottish institutions of Higher and Further Education. The people we met gave us such a warm welcome and we’re excited for many of them to join our platform. As educators of colour, we were reminded that there should not be a hierarchy of learning in anti-racist educati

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Anti-Racist : a person who opposes racism and promotes racial tolerance.

Bias : favoring or showing prejudice towards certain people or ideas.

BIPOC : Black, Indigenous and People of Color.

Cultural Appropriation: inappropriately and/or incorrectly using or taking advantage of, or claiming ownership and rights to use another culture's capital and patrimony; such as fashion, trends, iconography, traditional art, ceremonies, etc.

False Narrative : a story that you perceive as being true but has little basis in reality, this perception can be due to insufficient or inaccurate information or to insufficient or inaccurate assessment.

NBIPOC : Non-Black Indigenous People of Color

Person of color : a person who is not white or of European parentage.

Stereotype : a category or group that we put people into (thinking a certain type of person or thing acts/thinks/looks a certain way).