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nterested in racial justice in schools i have decided to dedicate some time unpacking what this video and the slant methodology demonstrates through a race critical lens if you want the tldr version slant can be read as a textbook enactment of the racialised deficit oriented socialisation to whiteness that the stewart valenti s excellently researched and richly evidence informed thesis on teach like a champion identifies especially around assimilation to white culture by turning students into scholars compliance authority and surveillance control 1 white supremacy culture in action the video begins with emi stating that we might be failing some students by assuming they come to school knowing how to learn she explains many students don t fail because of the subject itself they struggle because they were never taught how to learn how to sit still pay attention and focus apparently some kids naturally know how to self regulate in class by sitting up looking and listening carefully nodding to show they are listening and generally keeping their hands free she says it would be remiss of us and irresponsible to accept that some kids demonstrate learning in a way that is desirable to proponents of slant while others don t and that by insisting on this one way of performing learning we can guarantee equal opportunity for all of our students if you have been following my previous posts about white supremacy culture drawing on the helpful work of tema okun you will see that this is a classic example of one right way either or thinking and paternalism source tema okun https www whitesupremacyculture info characteristics html we haven t yet tackled who these some students might be but evidence shows that tlac and slant tends to be used in schools with high populations of children from racially minoritised and or lower socio economic status backgrounds both in the usa and the uk see for example torquay academy which proudly correlates the fact that 40 of pupils are classified as disadvantaged with the need for tlac in fact mirroring tlacs instruction videos peps and emi show clips of racially minoritised teachers working in classrooms with racially minoritised children perhaps a coincidence so watch for yourself and see any patterns you notice but when demonstrating children who have the skills of attention the camera settles on two children who are not racialised as black in peps estimation slant helps alleviate the effects of lower iq of poorer backgrounds and of weaker self regulation in other words and drawing on classic deficit ideology if you are poor and black your iq is lower and you need very strict instruction because culturally as emi says at the start you just haven t learned to be a good learner from home it is very rare indeed to see slant deployed in less authoritarian independent schools and if it is it will be a gentler version often co constructed with students and in dialogue with students and families as guidelines rather than diktaks it is interesting also to note that in a rare moment of reflection following the murder of george floyd lemov himself issued a statement saying that some elements of tlac were in fact racist and would be abandoned by uncommon schools according to uncommon s open letter ditching slant was part of an attempt at removing undue focus on things like eye contact and seat posture and putting greater focus on increasing intellectual student engagement to build confidence within our students the letter went on to say to become an increasingly anti racist organization we must consider how our disciplinary processes student culture and academic approach can lead to stronger student teacher relationships and more equitable outcomes particularly for black and latinx students similarly in an august 2021 post at princeton press professor golann who wrote the book scripting the moves detailing unintended consequences of tlac reported in march noble the largest charter network in chicago apologized to its alumni for its assimilationist patriarchal white supremacist and anti black discipline practices last june achievement first promised not to be hyper focused on students body positioning and ended its requirement for students to sit with their hands folded at their desks kipp the nation s largest charter school network retired its founding motto work hard be nice explaining that it ignores the significant effort required to dismantle systemic racism places value on being compliant and submissive supports the illusion of meritocracy and does not align with our vision of students being free to create the future they want kipp began planned to change the motto in 2019 it seems lemov came to his senses and his statement was taken down from the website a few months later and business as usual was resumed and tlac is big business indeed 2 assimilation to white culture in demonstration videos the teacher explicitly defines sit up as straight back shoulders back eyes forward and then demonstrates hand signals to make students immediately assume that posture stewart valenti s thesis shows that tlac 2 0 repeatedly frames such postures e g sit in learning position as baseline behaviours for learning equating a particular white middle class bodily style with academic seriousness the demand that students eyes and bodies follow the speaker and look at you and nod treats one culturally specific form of listening as the only valid one a crt reading might be that this is assimilation students existing bodily and communicative repertoires are erased in favour of a narrow racialised standard of attentive behaviour indeed tom bennett the once behaviour tsar has said in some of his x posts and elsewhere that middle class children come to school with manners whereas other children do not recently he squarely locates knowing how to behave in children s accent the way they walk and not eating in ways that aren t traditionally eurocentric like with our hands or chopsticks for example thus and where do our behaviours come from where are they learned from our immediate surroundings our families our peers our neighbourhoods and every experience as we grow up consciously or not we start to develop habits of conduct everything from accent to gait to manners to social skills to the expectations of how to walk across a room or use cutlery and the values that tell us quietly and secretly that these behaviours are good he goes so far as to call this knowledge rich behaviour i e the only behaviour that is worthy of performing and which sits alongside a knowledge rich curriculum with the only knowledge which is worthy of knowing a decolonial view on knowledge and culture would immediately see the classed and raced expectations of what counts as knowledge embodied or otherwise see also ian cushing s work on the sound of misbehaviour deficit thinking and language policing in school discipline policies 3 turning students into scholars through body discipline peps and emi describe slant as a way to remind students to focus and be attentive listeners with the acronym itself functioning as a constant cue to correct their bodies sit up listen ask answer nod track tlac constructs scholar as an identity achieved by adopting these routines rather than by engaging critically with knowledge in the video what marks you as on task is not what you say or think but whether you display the right posture facial expression and gaze a crt reading might be that becoming a scholar is reduced to performing a particular racialised version of respectability that aligns with white middle class norms of comportment and classroom talk see work on learner identities by heidi mirza and deborah youdell for example 4 compliance and adherence to authority the tlac teacher models a set of silent commands palm up to make them sit up point to ear to make them listen fingers to eyes to make them track so that an entire class can be moved into position with one gesture ttlac valourises quick visible submission to teacher direction e g no opt out strong voice and constructs compliance as a central virtue for inner city students the clips shown by peps and emi as well as tlac instructional videos present it as desirable that students respond instantly and uniformly to the teacher s non verbal signals with no space for negotiation or alternative ways of showing engagement this encodes a racialised assumption that implicitly urban poor black and global majority heritage students main need is tighter behavioural control and obedience training not structural change or culturally sustaining pedagogy 5 surveillance and self monitoring slant lets the teacher see who is engaged at a glance because the correct behaviours are highly visible and standardised straight backs fixed eyes nodding heads the thesis identifies surveillance and control as a key theme in tlac with techniques designed so that teachers can continually scan and correct students bodies slant converts attention into a set of easily policed visual markers making deviation from the norm immediately legible as misbehaviour in racially diverse classrooms this normalises a carceral gaze on black and brown bodies teaching young people to constantly self regulate in anticipation of being watched and corrected white students and staff members often report that due to the presence of black and global majority students this behaviour method is necessary to quell inherent volatility and lack of cultural knowledge of white behaviour norms see christy kulz s book for excellent testimony from staff and students at mossbourne academy for example 6 coded language and racialised targeting even though the video itself does not name race it sits within the tlac ecosystem that is marketed for urban and high poverty schools and for closing the achievement gap such coded terms stand in for black and global majority heritage students while avoiding naming race directly this colour silent framing enables racialised discipline to appear race neutral slant is presented as what all students need even as it is primarily imposed on particular communities in short pep and emi s slant video makes visible how an apparently neutral engagement routine functions as a racialised technology of assimilation and control when read through a race critical social justice lens by casting one white middle class style of sitting looking and responding as the definition of being a scholar it requires students disproportionately those in working class and racially minoritised settings to abandon their own embodied and cultural repertoires in order to be recognised as legitimate learners at the same time slant turns compliance into a central curricular outcome and organises the classroom around the constant surveillance and self monitoring of students bodies rather than around their critical thinking or community cultural wealth in this sense the video does not simply demonstrate a benign attention strategy it encapsulates how tlac s behavioural techniques participate in sustaining racialised hierarchies of respectability and power within schooling even as they are promoted as tools for closing the achievement gap leave a comment school values are never neutral february 12 2026 assessment behaviour management collaboration cpd critical race theory diversity employment exams leadership narratives parents partnerships policy privilege professional development pupil voice race racism research safeguarding school exclusions school governance social mobility teaching unconscious bias whiteness children culture education learning parents race racism schools students teachers values whiteness penny rabiger i saw a post on linkedin that asked the question how do we know values are really landing with pupils and it made me think that we may need to take a step back first to critically explore what schools think their values are and what they actually are designed to do all schools love to have their values emblazoned across their websites walls and worksheets they are particularly pleased if they can create some kind of catchy acrostic or even spell out the school name however common school values like aspiration respect and hard work can function as white supremacy culture and deficit narratives when they are framed and operationalised through norms that centre whiteness as the standard and pathologise racially minoritised students so how might a school use a race critical approach to understand this better here are five steps you could take step one understand the link to white supremacy culture in tema okun s the characteristics of white supremacy culture she is careful to explain that this is not about explicit racialised hate but about normal organisational habits perfectionism individualism paternalism worship of the written word either or thinking and a belief in objectivity and meritocracy school value statements often embed these traits by defining the good student as the one who self regulates performs and behaves according to middle class white norms of speech dress and interaction as such aspiration is typically coded as wanting to climb an individual meritocratic ladder grades university professional careers rather than nurturing collective or community oriented visions of success respect is usually defined as deference to authority compliance and civil communication rather than mutual recognition or critical challenge to injustice hard work becomes equated with productivity punctuality and relentless self improvement with little acknowledgement of structural barriers or different cultural rhythms and responsibilities thus these neutral values help reproduce dominant ideology by framing success as the result of attitude and effort rather than racialised structures step two understand how deficit narratives creep in deficit discourse positions racially minoritised black and global majority heritage students and families as lacking the right values behaviours or capital needed to succeed in school tara yosso s work on community cultural wealth shows how schools misrecognise aspirational familial resistant and linguistic resources in communities of colour as deficits rather than assets when aspiration is narrowly defined as aspiring to white middle class trajectories young people whose aspirations are oriented to community care local struggle or non academic routes get read as low expectations or lacking ambition when respect is equated with silence eye contact norms or certain forms of polite speech culturally specific and racialised ways of showing respect e g not making eye contact with adults directness asking questions code switching can be sanctioned as rude or disruptive we should also understand that these and or neurodivergent norms can also contribute to misreading a pupil s values and intentions when hard work is treated as the main explanation for outcomes racial disparities in attainment are easily framed as proof that some groups don t va...
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