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owledge is poured for example revisiting punishment structures that disproportionately impact black and roma students or revising uniform and hair policies that criminalise black identity link subject content to contemporary struggles not just crossing the rubicon as a classical allusion but grenfell windrush black lives matter palestine policing and the hostile environment as legitimate objects of disciplinary study what else is knowledge for than to apply it across different contexts and situations here knowledge rich is no longer simply a better delivery mechanism for the existing order it becomes part of how communities educate for collective liberation it will also ensure that white children and black children alike will not be constricted by a narrow eurocentric and whiteness oriented curriculum holding onto rigour refusing racial silence a lot of the current knowledge rich work speaks to real frustrations low expectations incoherent schemes of work empty skills rhetoric including a false dichotomy between skills and knowledge and the way the system quietly assumes some children will get it while others simply won t the civitas essays are right to insist that all students deserve access to demanding well structured disciplinary knowledge but as long as this project largely refuses to name race it will remain compatible with a school system that continues to disadvantage racialised students even as it raises average test scores this is a vital point and one of the reasons why many schools may gain high grades at gcse and a level are lauded as raising standards but the routes to get there are detrimental to the wellbeing of students and staff alike the recent child safeguarding report of mossbourne victoria academy is a case in point here an anti racist knowledge rich curriculum would insist that the two commitments of rigorous knowledge and racial justice are not competing agendas but inseparable ones it would use the best available insights about decolonised curriculum design and learning that are in full view of the racialised histories and structures that shaped the very idea of knowledge in the first place for educators and researchers who find genuine value in the knowledge rich movement critical anti racist discourse analysis carda offers something important a way to hold on to the best of its curriculum thinking while refusing the racial silences that currently define its mainstream policy articulation some recommended reading if you re interested in this area teaching to transgress education as the practice of freedom bell hooks how still is the black caribbean child made educationally subnormal in the english school system derron wallace and remi joseph salisbury the knowledge rich project coloniality and the preservation of whiteness in schools a raciolinguistic perspective ian cushing deficit thinking class 13 unlearning deficit ideology and the scornful gaze thoughts on authenticating the class discourse in education paul gorski multiplication is for white people raising expectations for other people s children lisa delpit cultural capital as whiteness examining logics of ethno racial representation and resistance derron wallace leave a comment the curriculum assessment review building a world class curriculum for whom november 5 2025 assessment behaviour management critical race theory diversity exams leadership narratives policy race racism research safeguarding school exclusions teaching whiteness children culture education history learning philosophy politics racism schools students teachers teaching penny rabiger with no irony on guy fawkes day 2025 becky francis s final report from the curriculum and assessment review was published guy fawkes day if you don t already know marks an event in 1605 when a group of english catholics including guy fawkes plotted to kill king james i and members of his government because they were unhappy with the king s persecution of a minoritised group at the time catholics the plot to blow up the houses of parliament is commemorated every year on november 5th with celebrations including bonfires and fireworks i can t imagine anyone will be celebrating this curriculum review with fireworks nor burning it on a bonfire there s not enough substance to produce much of a flame but i would like to provide an analysis beyond the smoke and mirrors content it contains and unpack the ways the review falls short of addressing what we know has been a pressing and evaded issue for decades in our education system racial inequity i have been watching smatterings of commentary on social media some commending its mention of words like diverse and diversity as if this is some kind of exciting win diverse is often used as code for black and global majority but could also mean anything that represents a divergence from ostensible normative whiteness others are saying they are delighted to see oracy in its recommendations compulsory reading for all oracy fans should be ian cushing s work on deficit narratives and oracy for example social in justice and the deficit foundations of oracy you might pause for thought and stop celebrating of course screamingly and predictably absent is any mention of the systematic erasure of black and global majority narratives histories and knowledges let alone acknowledgement of the ongoing institutional and structural persecution oppression discrimination and racism in favour of a whiteness as the norm status quo which works against racially minoritised students in both curriculum delivery and assessment practices drawing upon the concepts of critical race theory crt abolitionist theory and critical anti racist discourse analysis carda the curriculum and assessment review car falls short of attending to structural racism primarily through its use of discursive evasions its reliance on incremental reforms that preserve existing institutional power and its failure to propose non reformist changes that dismantle systems of racial control discursive evasion and lack of explicit anti racism carda critique carda is defined as a synthesis of critical discourse analysis and anti racist pedagogy used to unmask and unmake the expression of systemic racism in institutional policy it contends that racism is normalised ordinary and endemic meaning it rarely presents explicitly in policy documents often appearing as neutral or objective the car acknowledges significant attainment gaps linked to socio economic disadvantage for children entitled to free school meals fsm and special educational needs and disabilities send and states that inequalities exist alongside and intersect with factors such as ethnicity however its core approach fails to explicitly centre race as a foundational problem focus on broad social justice the car applies a social justice lens to its work particularly focusing on improving outcomes for young people from socio economically disadvantaged backgrounds and those with send carda critiques this approach arguing that anti racism is an explicit enactment of crt focusing specifically on upending racial inequity relying on broad terms like equity social justice or diverse perspectives often serves to displace the specific consideration of race hedging issues under terms more comfortable for those who choose to avoid race altogether addressing diversity through representation the car recommends updating programmes of study to include stronger representation of the diversity that makes up our modern society and ensuring students are exposed to a wide range of perspectives that broaden their horizons while this addresses diversity of topics carda analysis suggests that oblique references to identity and diversity can still maintain systems of silence and invisibility true anti racism requires moving beyond transactional change to organising for institutional transformation the knowledge rich approach the car retains and builds on the knowledge rich approach arguing it reduces inequalities by giving all children access to a broad and rich foundational body of knowledge a crt analysis might question whose knowledge is privileged white supremacy is a fundamental structuring force the car acknowledges calls for diversity in subjects like history e g incorporating wider perspectives in british history but insists that core knowledge and key works that shape a subject must remain central this ensures that existing master narratives persist even if enriched by so called diverse examples we will end up with the usual oh and black scientists too approaches deployed by many who call this diversifying the curriculum and some who even believe what they are doing is decolonising the curriculum through representation perpetuation of existing structures interest convergence and contradiction closure crt posits that racism is a systemic feature of institutions and meaningful racial progress only occurs when it aligns with the interests of dominant power structures interest convergence reforms granted often serve only to defuse resistance and preserve the status quo contradiction closure the car s recommendations while framed as beneficial can be analysed as forms of contradiction closure critique of ebacc removal the car recommends removing the english baccalaureate ebacc performance measure but retaining the academic breadth bucket within progress 8 the review noted that the initial ebacc targets 75 entry by 2022 90 by 2025 were not met suggesting the policy had stalled and was no longer working as intended here s the interest convergence removing a failing publicly criticised policy aligns with the political interest of the institution to ease critique without fundamentally changing the system and here s the c ontradiction closure by retaining the exact structure and subject composition of progress 8 while simply renaming the ebacc component to academic breadth the car implements a superficial reform this change offers the appearance of greater flexibility and choice closure while the underlying accountability mechanism incentivising the same academic subjects is preserved ensuring business as usual continues even more smoothly than before focus on procedural reform the car adopts an approach of evolution not revolution it focuses heavily on procedural reform such as developing diagnostic tests to improve transition coherence and streamlining curriculum content to avoid overload this procedural focus tweaks things within existing systems rather than questioning those systems a strategy that may ultimately protect the status quo for example streamlining curriculum to support mastery is presented as benefiting socio economically disadvantaged students however systemic change is often thwarted by power holders implementing reforms that ultimately leave core power relations intact absence of transformative change abolitionist critique abolitionist theory demands a radical stance that carceral systems and other structures of oppression must be dismantled arguing that reforming them is insufficient true progress requires non reformist reforms that reduce oppressive power and build life affirming alternatives the car falls short structurally by failing to propose reforms that fundamentally dismantle systemic control reinforcing institutional control through assessment the car recommends introducing mandatory diagnostic tests in maths and english in year 8 these tests are intended to identify and remedy problems before students progress to key stage 4 particularly benefiting struggling students among whom disadvantaged and send students are overrepresented an abolitionist critique might view this as expanding the net of social control through criminalisation rather than reducing institutional power these new mandatory tests even if not publicly published introduce a new layer of formal surveillance and tracking over students particularly those already deemed low prior attainers who are disproportionately racially minoritised disadvantaged and have send this is characteristic of reformist reforms which reinforce existing systems failure to challenge punitive structures while the car addresses issues that contribute to the school to prison pipeline e g attainment gaps it does not engage with the structural forces of carcerality in education although never its remit to do otherwise the car is flawed in its isolation of assessment and curriculum reforms as a mode to address poorer outcomes for marginalised students in a carceral system in short because the car focuses entirely on curriculum adjustments it fails to address the fundamental abolitionist requirement to build alternatives to policing and punishment in schools such as redirecting resources toward developing liberatory education systems instead to meet the requirements of the curriculum and assessment schools are ramping up their reliance on carceral methods to keep children in line and on track in essence the car operates as a detailed exercise in procedural reform designed to optimise the existing education system and improve outcomes for disadvantaged groups within the status quo however using crt and abolition as frameworks reveals that this approach avoids the more radical demands of anti racism this is namely explicitly identifying and dismantling the deep structural roots of racialised power and control the proposed changes act like a coat of paint on a system that fundamentally maintains institutional dominance over marginalised groups rather than achieving the necessary transformation towards structural change in the words of professor gus john whom i heard speaking about the generations betrayed by our education system the day before the car was published community cohesion cannot be achieved without confronting in policy and practice structural cultural institutional and personal forms of discrimination and exclusion whether on the axis of race ethnicity class gender disability or any other index of oppression in his rousing and painfully astute talk he identified clearly what we see in this woeful report that britain does not acknowledge the role schooling could have in redefining and disrupting whiteness as the norm ensuring that we all learn the truth about britain s past and present until we do this we replicate a dehumanising experience for all of us and fail to unmask and disrupt notions and systems of white supremacy leave a comment a community led exploration of race equity in education report analysed through a critical anti racist discourse analysis lens october 26 2025 collaboration critical race theory leadership narratives parents partnerships policy pupil voice race racism research safeguarding school exclusions storytelling teaching whiteness culture education learning parents racism schools students teachers penny rabiger the paradigm project report a community led exploration of race equity in education is an exceptionally rich text for analysis using the critical anti racist discours...
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