Written by Menna Machreth, Head Officer for Diversity, Equality and Inclusion.
In March 2021, Professor Charlotte Williams’ report was published, which made recommendations about how to teach students in Wales about racism, anti-racism and how to include the experiences of Black, Asian and Ethnic Minorities in the curriculum. The report is part of the wider action brought about by the #BlackLivesMatter campaign, and the inequality highlighted by the Covid-19 pandemic. The Government is also currently consulting on the Race Equality Action Plan: An Anti-racist Wales in order to address the obstacles facing people of colour and the lack of representation and racial diversity in organisations.
Mudiad Meithrin has also examined itself and put some changes in place, by reviewing its Equality and Diversity Strategy, conducting a project to understand more about the experiences of people from Black, Asian and Ethnic Minorities of Welsh-medium care and education, and offering paid apprenticeships aimed at improving representation within our workforce.
So, what does this report have to offer childcare and early years settings?
The report makes no specific mention of the non-maintained sector, however, the principles emphasised by the report are important to all in Wales who are involved in education, and are certainly relevant to non-maintained settings such as Cylchoedd Meithrin and Nurseries.
Resources
The report acknowledges the scarcity of learning resources relating to the experiences Black, Asian and Minority Ethnic communities, and that the history taught presently tends to focus on slavery. Although the importance of learning about slavery should be acknowledged, there is also a need for resources which reflect positive experiences and shared history of our nation and communities. Beyond this, there is also a need to show and celebrate the diversity of Wales across every discipline, an aim which is also reflected in the new Curriculum. The Curriculum gives teachers and schools the freedom to decide their own fields of study (as will happen in non-maintained settings) so the report expresses concerns that some educators may omit or treat diversity as something ‘additional’ rather than a theme that runs through every aspect of learning.
Certainly, it’s worth pausing and asking ourselves and each other about diversity in our settings, and how we use that diversity to enrich children’s experiences.
Recently, Mudiad Meithrin produced two new resources – Dewch i Ddathlu, which introduces some of the world religions to the youngest children, and Nature Notes, which combines learning about diversity with music and much more. We also have plans to introduce the history of Black people in Wales to the early years.
Workforce training and development
The report is critical of the lack of opportunities for educators to develop their confidence and their ability to discuss diversity as part of their subjects. Also, attention is paid to the tendency to teach ‘relevant’ topics to their particular community, e.g. if there are few children from Black, Asian and Ethnic Minorities in the school or the wider community, then learning about these experiences and diversity in general is less important or less of a priority to those schools.
It is important to ask ourselves, if we are in an area where the majority of inhabitants are White, are we putting enough emphasis on diversity? It is vitally important that children in areas with low numbers of Black, Asian and Minority Ethnic learn about racial and ethnic diversity and equality.
Mudiad Meithrin and other childcare workplace training providers need to consider how we ensure that matters pertaining to diversity are part of the workforce’s continual development, in addition to increasing the number of Welsh childcare practitioners who are Black, Asian or Minority Ethnic.
‘Whole setting approach’
The report encourages educational settings to examine how they can ensure that diversity is a theme which runs through the whole setting, how this will affect the environment, and the welfare and experiences of the settings’ families. Schools should look at themselves and their whole-school development plans, and consider whether those plans promote diversity and inclusion throughout. This means going beyond what is required, and considering whether their practice promotes racial equality.
Shortly, Mudiad Meithrin will be launching training for Cylchoedd about making the Cylch inclusive of everybody. ‘Cylch i Bawb’ will share information about good practice, and encourage practitioners to think about making their whole settings inclusive. The training resource can be delivered in staff / committee meetings, within the setting or online.
Engagement and sustainability
One of the new curriculum’s core ideas is that of ‘habitat’, with the aim of helping students to understand and interpret their communities and their area. But the report warns this could hinder learning about diversity in locations where the histories of Black, Asian and Minority Ethnic people are not considered part of the community’s history. The report says that the new curriculum offers opportunities to work with organisations or other schools in an innovative way, as well as devoting time to teach anti-racism throughout the disciplines.
Mudiad Meithrin is cooperating with the North Wales Racial Equality Network on a resource introducing anti-racism to young children (‘anti-racism’ means being awake to racism, but also ready to take action against racism), which will also offer the opportunity to consider how we discuss race with young children.
Certainly, Prof. Charlotte Williams’ report offers up a timely mirror to our current situation, and the work we have to do throughout all our provisions to give centre stage to the diverse experiences of the people of Wales. Although schools are the main focus of the report in the context of the new curriculum, there is a place for us as Mudiad Meithrin, practitioners and volunteers to follow the guidance of the report to put good practice and innovation at the heart of our settings. Young children learn so much about the world around them and begin to interpret it during the early years; and it is our privilege to play a part in their exploration of the world around them, as they discover the diversity of their community, their nation and their planet.