A ‘Teachers Toolkit’ for Diversity Cognisance

Supporting the increase of ethnic and racial equality in UK schools 

Looking at me, typically you would refer to me as a black woman.... a black woman but with green eyes and if you asked me, you would learn that I am mixed race with African, Scottish and American heritage running through me - that you can’t necessarily see. But what does that mean to me and to others and how does my race affect how people receive and perceive me.  

I grew up in Multicultural London... Nunhead to be specific; which many people will say that's just the posh way of saying Peckham, as it is in such proximity.  

I was born and raised with a mix of ethnicities in a predominantly black area and at the time close to what was considered an impoverished area - yet I still experienced racism directly. This racism was bold and had no exceptions to your age or where you lived. I recall my early childhood being berated on several occasions by The National Front.       I recall being a young girl carelessly walking down Nunhead Lane during the late 1990s with my sister (who was significantly lighter than me) and we received scolds from the National Front as they screeched past in their car – it was one verbal attack that stuck with me, when they shouted: ‘N***** Lover”.  

It was a confusing moment – 1, because my sister is mixed with black heritage (although not necessarily imminently obvious) and 2, because I have white in me.  

What did they mean? Why is it a negative to be black - as it felt that this was what was being reinforced. To add salt to the wound - every now and again I would see their graffiti with the letters NF - just like a reminder of how much my existence is not welcome on this planet. The extreme measures' such as screaming out of a window, is one way of grabbing the attention of others. Or similarly, my most recent observation of racism, was when I witnessed the near-miss of a parliamentary member being run over at a zebra crossing, whilst they are walking with their family in Penarth, Wales. Both are extremes, which to this day I find completely nonsensical and bewilders me. But what is important is not to ponder, but rather to deal with it – deal with racism in a smart way. As a teacher, a mother and my life experience, I want to counter-act this feeling of racism through understanding what was positive and affirming moments in my life; in turn this will allow other young people to experience this very important feeling. 

The vivid positive memory in my childhood which is linked to anti- racism is when I was sat in the assembly hall as a 7-year-old, and without warning, in come running a group of African dancers with amazing make up and dancing enthusiastically to African music in elaborate outfits. They were sharing such a wonderful experience and energy of their African heritage. I could relate to them and although I was not raised by my African heritage, I am biologically half Ghanaian -I felt connected, I felt alive. In that moment I had a sense of pride that has not left me. It made me realise today, that we must celebrate and enjoy the very differences of others in a more intentional, wide scale way.  

Through doing so we infuse young people with the right mindsets towards others. It builds a connection and by delving deeper into understanding other ethnicities and races this can only instil the right outlook on the world we live in today. 

As a young girl in Nunhead, this validated me and my existence - I recognise that similarly, if a group of Scottish Highland dancers appeared in Kilts and bagpipes during one of my assemblies, I would have felt the same way. 

Time to talk ‘Toolkit’ 

The ‘Time for Class’ Race and Ethnicity Toolkit is designed to work from the bottom up, through creating the tools which are designed to impact young people in schools and increasing their engagement with different races and ethnicities. The toolkit consists of thought provoking and captivating sessions which explore different races and ethnicities ranging from minorities within the school and exploring the multicultural world we live in today, including Black, Asian and Minority Ethnic (BAME). Through focusing on less diverse communities and schools, we aim to overall impact young people with an insight into differences. Our toolkit is designed to explore other races and ethnicities through craft and technology, by visually exploring and connecting with other parts of the world, with country facts and open discussions with young people in school. We aim to use our ‘Time for Class’ toolkit to unravel, and debunk any negative ideologies, ignorance/perceptions along with racist language which may be festering in a young mind. Our toolkit will allow young people to delve into different countries using technology, such as augmented reality (AR) which is ‘the modification of a real-life environment by the addition of sound, visual elements or visual stimuli’. A Hayes 2024, investopidia.com AR: Definitions, Examples and Uses [Online] accessed 19/1/2025.  

For example, a young child in a remote village in Wales, can place on a headset and visually see a village in Kenya. Similarly, a child based in a school in Cardiff can virtually walk through a city in Brazil.   

The toolkit will help many to connect to the rest of the world. Take for instance a Welsh young person who is enrolled to use the toolkit, although they may have no links to a the specific ethnicity/race which they are exploring and learning about – however they are creating their own connections and understanding; this builds a familiarity to cultures, an understanding of different ethnicities and practices through learning ‘A cultural tech exchange’. 

It is important that young people are not limited to very biased point of views of other ethnicities, such as fascist ideologies or even the projection of other cultures through one lens, such as social media insights. But rather there should be a well-resourced, accurate and positive projection of different countries, ethnicities and races as a mandatory way of inherently making a change to this world – through essentially - revealing our world and the beautiful differences that exist within it.  As part of our school engagement at ‘Time for Class’, we like to refer to the notion behind our creative sessions as a: ‘cultural tech exchange’. The Time for Class Toolkit’ is to ultimately embrace and enjoy different cultures and ethnicities– respecting each other, regardless of skin colour, race or ethnicity.  

‘Vitality behind the Tech 

The key behind our project is respect towards other ethnicities and races as the driving force for change. It is pertinent to have professionals who have the acumen to deliver this narrative to young people. The toolkit would be delivered by teachers and leaders in schools; It is therefore important to understand the intricacies, sensitivities and be prepared for open discussions surrounding the exploration of ethnicities and race. It requires professionals who can be trained to a high standard, with a strong anti- racist sentiment.  

Wales is paving the way and challenging ideologies and racist ingrained viewpoints. There is a broadening of knowledge in communities toward different cultures using schools to share the importance of race and ethnicities. From Wales being the first nation to introduce a new Black (BAME) curriculum. gov.wales BAME included in the Welsh curriculum [Online] accessed 8/1/25. 

As the world is changing, it is important to use technology to reach the many and celebrate the differences. Our toolkit can help young people to develop and build their understanding of different races and ethnicities and support teachers to feel equipped with equality and diversity within the classroom; tackling racism indirectly through delivering lessons to support the understanding of the world we live in and the differences we have. The outcome which we at ‘Time for Class’ are striving for is that young people will continue to be more inclusive, progressive, open and accepting to everyone.  

Margaret Daniels