Commons Sense

House of Commons · Westminster Hall

Black History and Cultural Diversity in the Curriculum — [James Gray in the Chair]

28 June 2021 · 6 other contributors · 9,203 words

Opened by Chris Evans Labour (Co-op) Caerphilly

Responding minister: Gillian Keegan

EducationCulture, Media & Sport

Summarised by AI from the official record, so it can contain mistakes.

Read the full transcript on Parliament.uk

At a glance

Chris Evans raised concerns about black history and cultural diversity in the curriculum — [james gray in the chair] in Westminster Hall. A government minister responded.

Key points

  • Curriculum concerns include narrow representation and lack of diverse ethnic role models.
  • Teachers report insufficient training for teaching black history.
  • Public demand for curriculum changes is evident with over 240,000 petition signatures.

Key requests to Government

The Government should make teaching Britain's colonial past part of the UK's compulsory curriculum to provide a more inclusive understanding of black, Asian, and minority ethnic history. The petition has received over 240,000 signatures, showing public demand for change.

How the debate unfolded

MPs spoke in turn to share their views and ask questions. Here's what each person said.

Opened the debate

Chris Evans Labour (Co-op) Caerphilly

The curriculum is too narrow and lacks representation of diverse ethnicities, particularly black history. Only 45% of primary school teachers and 64% of secondary school teachers agree that the National Curriculum ensures a balanced range of ethnically and culturally diverse role models for students. Teachers lack confidence in teaching black history due to insufficient training. British history is often taught from a Eurocentric white male perspective, missing out on the roles played by minorities, women, and underrepresented groups.

Other contributors (6)
  • Afzal Khan Lab Manchester Rusholme

    Over 1,000 people signed a petition showing strong support for diversity in education. A diverse curriculum charter was launched with backing from local authorities and organisations to address systemic racism and inequality in the current curriculum.

  • Bell Ribeiro-Addy Lab Clapham and Brixton Hill

    Bell Ribeiro-Addy emphasised the importance of teaching black history and colonialism within the national curriculum to provide a complete picture of British history. She highlighted that without understanding this history, children from ethnic minorities may struggle with discrimination and a sense of belonging. She also pointed out the need for more support for teachers in addressing these subjects.

  • Claudia Webbe Lab Leicester East

    Claudia Webbe highlighted the rise of racism and far-right ideologies, stressing the importance of teaching black history to understand Britain's imperial legacy. She pointed out that only 10% of schools currently teach black history and called for a review of the national curriculum and teacher training, following recommendations from the Stephen Lawrence inquiry in 1999. Webbe cited research showing that many pupils do not study diverse literature or learn about colonial atrocities such as the British transportation of 3.1 million Africans into slavery.

  • John Nicolson SNP Nairn, Aberdeenshire and Moray

    Children are not naturally prejudiced but can be taught such views at school. John Nicolson highlighted that over one-third of children have heard racist comments by age 13 according to the Diana Award's research. He emphasised the importance of addressing lasting legacies through black history education, citing James Baldwin's experience in American history books. Nicolson also noted the necessity of learning about and teaching our historical legacy, including the role of Scotland in the slave trade, while supporting the debate on statues and context.

  • Peter Kyle Lab Hove and Portslade

    Mr Kyle expressed concern that the current curriculum does not reflect Britain's colonial history or address racial inequalities, citing examples of historical contributions by black individuals. He argued for mandatory education on colonialism and the transatlantic slave trade to build a more inclusive society.

  • Wera Hobhouse Lib Dem Bath

    History must include difficult conversations about colonial past and the legacy of slavery. Bath Abbey has bravely confronted its historical connections with slavery through an exhibition. Schools need to teach black history, which is currently underrepresented in the curriculum. Ms Hobhouse emphasised the moral imperative of discussing past injustices, drawing parallels with Germany's approach to educating about the Holocaust and urging for similar transparency in Britain's history education. She clarified that she does not compare anything to the holocaust.

Government Response

Gillian Keegan

It is a pleasure to serve under your chairmanship, Mr Gray. I thank the many people who signed the petition and congratulate the hon. Member for Islwyn (Chris Evans) on securing the debate. The national curriculum enables teaching that includes black and ethnic minority voices and experiences, promoting a knowledge-rich curriculum. Since the introduction of the EBacc, entries to history GCSE have increased by a third since 2010. Teachers are encouraged to use their expertise to determine how they teach pupils. At key stages 1 to 4, there is significant scope for teaching black history within the curriculum, including statutory themes and examples such as Mary Seacole, Rosa Parks, and James Somerset. The Government have provided over £3.5 million to organisations like the Anne Frank Trust to prevent bullying. Schools are required actively to promote fundamental British values, including democracy, rule of law, individual liberty, mutual respect, and tolerance for different faiths and beliefs.

▸ Assessment & feedback
Summary accuracy