Black History Curriculum in Wales

I was fortunate to be asked by writer Chloe Lovell to contribute towards the Black Ballad Online Media Platform and share my opinion on how Wales is handling a complex topic. Here is my Q & A below - and if you keep reading and scrolling you will meet the link which will bring you to the Black Ballads website for Lovell's publication.

Check out my feature on Cultural complexities in Wales - See link below

What do you think about Wales making BAME history a mandatory part of the curriculum? 

As I reflect on the current public monuments of black historical professionals in Wales; notably in the middle of Cardiff City Centre stands a statue of the ‘first black head teacher’ – Betty Campbell. Betty’s determination and influence in Wales up until 2017 when she passed, has been recognised and rightfully honoured. Interestingly, there is a deeper history of black professionals in the Education system across the UK.      If we look far back to the 1800’s when Slaves were still registered on the British Isles, we learn of the untold story of Tom Jenkins - who is considered the ‘First black teacher’ in the UK. According to a BBC article Mr Jenkins educated children at Teviothead near Hawick in the Scottish Borders between 1814 – 1818. G Rinaldi (2022) bbc.co.uk [online] The untold story of Britains first black school teacher Accessed 27/1/25. Both teachers endured different struggles and both paved the way; from Betty Campbells influencing black culture into Wales and across the Cardiff's Curriculum. To how Tom Jenkins surmounted the restrictions of slavery, uncovering the capacity of black intellect, even during the iniquity of slavery – Black people were more than just enslaved, they were intellectually capable overcomers – some became teachers, other poets and more.  

In retrospect of the past, it helps to shape our future, and I think that Wales are doing the right thing on introducing BAME as the curriculum. History is essential for our outlook of the world and it's also exciting to find out about the African and Asian Kingdom and Empires from the past; which all can be explored through the BAME curriculum. However, from my understanding teachers in Wales need more, I understand this and Im working towards providing a toolkit. Teachers need support to implement the BAME curriculum into their own plans. Teachers need to continue to be enriched with the useful instruments on the Black and Asian diaspora in classrooms today. Through looking into the discomfited and the inspiring parts of history, along with celebrating modern-day culture - this will be the catalyst to continue our move towards a fair and unified world.  

Do you have any insights/insider knowledge on any challenges Welsh schools face in implementing BAME history in the classroom? 

As a qualified teacher, who has taught in Wales and attending a recent teacher training surrounding Diversity and Anti Racism. It has been clear to me that although there is an underpinning driving force for anti-racism within schools; however, this needs to coincided with proactively supporting education leaders to in-fact help them during their annual planning and how to incorporate the BAME curriculum. It is also paramount for change that teachers have the tools to deliver in an appropriate way to children of various ages. It is one of the driving forces behind why I have started developing my Cultural and Diversity toolkit for schools. 

However, there are others in the field who are making a major difference in schools. Take for instance, ‘The Black Curriculum’,  who I had the advantage of being present for one of their guest appearances at a seminar in Wales. The session was run by Kwame Boetang and he evoked some though provoking and ‘Myth - busting information and history centred around the history of black people. There were many raised eyebrows from teachers, many who were unaware of some well-known facts of Colonialism. It was extremely necessary and certainly Mr Boetangs presentation had an influential impact, however I felt that the teachers on the receiving end were left feeling disarrayed on how to implement the training they had just received. All teachers present at this meeting were for Diversity and tryingg to understand the complexities; all were also keen to implement the BAME curriculum into their schools and refute some of the ideologies that exist. However, although during this seminar through they received an abundance of knowledge on black history, I felt they questioned how they would disseminate; How would they reach the children in their schools. 

What would be your message to the rest of the UK, in regard to making BAME history mandatory in curriculums across England, Scotland and Northern Ireland? 

The movement of the Bame curriculum is paramount in the societal shift away from racism. Take for instance my positive memory linked to the black curriculum in my childhood during the 90s – although limited, it was impactful and I believe to have helped to counteract the racist experiences I had also endured also during my childhood.   

I attended Hollydale Primary School in Southeast London, and I recall being sat in the assembly hall as a 7-year-old; when without warning, in come running a group of African dancers with amazing make up and elaborate outfits dancing enthusiastically to African music. They were sharing such a wonderful experience and energy of their African heritage. I could relate to them as 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 mixed-race person, 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 as my grandmother was a Scottish woman. This is an experience and a deep understanding that has stayed with me. Its why I am developing and launching an initiative where children can learn about other ethnicities and races in an appropriate, celebratory and positive way. 

Can you tell me in detail about the independent initiative you are hoping to create and launch? 

The ‘Time for Class’ Race and Ethnicity Toolkit is due to launch in September 2025. It is being designed to work from the bottom up, through creating the tools to impact young people in schools and increase their engagement with different races and ethnicities. The toolkit will consist of thought provoking and captivating sessions for children, which will explore different races and ethnicities from historical accounts to modern day achievements and facts. There will be guidance for teachers to assist them in the sessions, along with props and technology to assist. 

 Our toolkit will use approaches such as craft and technology to explore other races and ethnicities.  Young people will have the opportunity to connect with other parts of the world through ‘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.  ranging from minorities within the school and exploring the multicultural world we live in today. Through focusing on less diverse communities and schools, we aim to impact young people with an insight into differences through what I like to call ‘A cultural tech exchange’. The Time for Class Toolkit’ is to ultimately being developed to embrace and enjoy different cultures and ethnicities– respecting each other, regardless of skin colour, race or ethnicity. 

Our toolkit will support the BAME curriculum and the Welsh governments pledge to make Wales Anti - Racist by 2030. I believe that through creating connections, building understanding and a familiarity to other cultures, races and ethnicities; we embed the right foundation for our young people.  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. 

To read my feature in Chloe Lovells publication: Wales made Black History Compulsory in schools - Is it enough & will the rest of th e UK Step up- Click Here