Bradbury and Garrett’s academic studies reveal the deep-rooted biases in educational policies and career trajectories, while Sadiq’s TEDx talk and Channel 4’s documentary highlight practical steps towards meaningful inclusivity.
Alice Bradbury’s 2020 study, “A Critical Race Theory Framework for Education Policy Analysis,” scrutinises assessment policies in England, particularly their impact on bilingual learners. Bradbury highlights that these policies often reflect and reinforce racial biases, disadvantaging students from minority backgrounds. She argues that “the assessment system privileges certain forms of knowledge and ways of knowing, which align with the dominant culture” (Bradbury, 2020). This systemic bias means that bilingual learners are frequently marginalised, as their unique linguistic and cultural skills are undervalued. From an anti-racist perspective, Bradbury’s work underscores the need for educational policies that recognise and celebrate diversity rather than perpetuate inequities.
Rhianna Garrett’s 2024 research, “Racism Shapes Careers” examines how systemic racism affects the professional lives of minority scholars. Garrett’s findings reveal that racialised minority PhD students often face significant barriers to career advancement, including discrimination and microaggressions. One participant noted, “I constantly feel like I have to work twice as hard to be taken seriously” (Garrett, 2024). This pervasive issue not only hinders individual career progress but also perpetuates broader academic inequalities. Garrett’s study emphasises the importance of creating supportive environments that actively counteract racial biases and provide equitable opportunities for all scholars.
Sadiq’s 2023 TEDx talk, “Diversity, Equity & Inclusion: Learning How to Get It Right,” addresses the shortcomings of current DEI initiatives. Sadiq argues that stereotypes and assumptions undermine true inclusivity, stating, “When we rely on stereotypes, we fail to see the unique contributions individuals can bring to the table” (Sadiq, 2023). He provides examples from workplace settings, illustrating how biases in hiring and evaluation processes disadvantage minority candidates and calls for deeper engagement with diverse perspectives and experiences.
John Orr’s 2022 video, “Revealed: The Charity Turning UK Universities Woke,” presents a critique of anti-racism initiatives in higher education. Orr suggests that such efforts can be divisive and counterproductive. I disagreed with much of his approach: to promote anti-racism, it’s essential to recognise that initiatives aimed at increasing awareness and promoting inclusivity are fundamental to addressing systemic inequities.
Channel 4’s 2020 documentary, “The School That Tried to End Racism,” offers a practical example of anti-racism education in action. The programme follows a group of students as they participate in activities designed to uncover and challenge their own biases. This initiative demonstrates the potential for educational settings to become sites of significant transformation. It starkly illustrates systemic racism, which I find profoundly sad for children with their futures ahead of them but who lack privilege. Schools can play a pivotal role in shaping more equitable and inclusive future generations. This resource resonated with me deeply as a parent and member of School PTA wanting to provide an open minded, critically engaging and widely diverse experience for my child. I think anti-discrimination should start as early as possible, in nurseries onwards, so that children grow up experiencing and respecting different cultures and people.
Despite critiques like those presented by Orr, the importance of sustained, thoughtful anti-racism efforts remains clear. Addressing these issues requires ongoing commitment and a willingness to challenge existing structures, fostering environments where diversity is genuinely valued and supported, and, very importantly I think, from the earliest age possible.
Bibliography:
Bradbury, A., 2020. A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England. Race Ethnicity and Education, 23(2), pp.241-260.
Garrett, R. (2024). Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education. Globalisation, Societies and Education, pp.1–15. Read pages 2-5 & 7-11.
Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online}. Youtube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw
Orr, J. (2022) Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU
Channel 4. (2020) The School That Tried to End Racism. [Online}. Youtube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg