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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 value education or don t work hard enough which is classic deficit thinking so the same value words become tools for explaining away racism if structures are assumed neutral then failure must live in students families or cultures step three take an explicitly race critical lens to neutral values critical race theory is helpful here it argues that racism is normal embedded and systemic rather than aberrational and that claims of colour blindness and meritocracy obscure this school value statements often come wrapped in precisely these claims they are presented as universal apolitical and just good character from a race critical perspective aspiration discourse aligns with neoliberal responsibilisation students are told to dream big set goals and overcome while schools rarely interrogate how tracking streaming and setting exclusionary discipline curriculum whiteness careers programmes and testing regimes produce racialised outcomes respect discourse protects white comfort and institutional authority by casting challenges to racism as disrespectful divisive or emotionally inappropriate hard work discourse re inscribes meritocracy by insisting that effort equal outcomes directly contradicting evidence of systemic barriers and racial stratification these moves support what derrick bell calls interest convergence reforms and value frameworks that appear egalitarian but ultimately protect white advantage by re locating problems in individuals rather than institutions step four explore how this looks in everyday practice a few concrete illustrations of how these values can enact white supremacy culture and deficit narratives behaviour policies under respect that criminalise black students speech movement hair and clothing as aggressive loud or inappropriate while similar behaviours in white students are read as confidence or leadership aspiration programmes that push black and global majority heritage students towards raising aspirations assemblies mentoring instead of challenging streaming biased careers guidance or racist assumptions about what they can study reward systems that celebrate perfect punctuality homework and participation without accommodating caring responsibilities precarious housing or racialised surveillance of students bodies and time in each case the language of aspiration respect and hard work is used to explain discipline and individualise rather than to name and dismantle racism step five reframing through a race critical approach a race critical approach does not reject aspiration respect or hard work per se it asks whose aspiration whose respect whose hard work defined by whom and to what ends some shifts i could advocate might include moving from aspiration to recognising and institutionalising community cultural wealth aspirational familial linguistic resistant capital as legitimate and central to schooling reframing respect around mutuality and justice explicitly valuing speaking back to racism and enabling racially minoritised students and their families to define what respect looks like in relationships with staff and curriculum reconceptualising hard work as a collective structurally aware project schools commit to doing the hard work of changing policies data practices and curricula not only demanding resilience from racialised students used in this way values can become tools for anti racist transformation rather than quiet carriers of white supremacy culture and deficit narratives just click on the hyperlinks throughout this piece and you will build yourself a scaffolded learning journey to understand these issues in greater depth as ever if i can be of any assistance just let me know leave a comment what would an anti racist knowledge rich curriculum look like january 4 2026 assessment behaviour management cpd critical race theory diversity exams parents partnerships policy race racism research safeguarding social mobility teaching whiteness children culture education history learning politics racism schools students teachers teaching penny rabiger the phrase knowledge rich curriculum is now central to how curriculum is talked about in england especially in policy adjacent spaces advocates argue that carefully sequenced subject specific knowledge is the fairest way to raise attainment and open up democratic participation for all students yet much of this discourse speaks loudly about equity vulnerability and knowledge for all while saying almost nothing about what makes in equity vulnerability to what and from whom and who all refers to let alone speaking explicitly about race or structural racism an anti racist knowledge rich curriculum would have to hold onto the best of this knowledge work while refusing those racial silences looking at civitas the value of a knowledge rich curriculum an essay collection published in december 2025 has made me think more about this drawing on laughter and hurst s critical anti racist discourse analysis carda there are at least five features such a curriculum would need 1 naming race wherever equity is invoked in the civitas collection equity is framed largely in cognitive and organisational terms according to the authors some pupils lack access to well sequenced knowledge some face curriculum bloat some have send and need carefully prioritised content these are real issues but they are presented as race neutral even though racialised patterns in attainment send labelling and exclusi...