Our Mission

Class 13 is on a mission to transform the education system. We believe that if teachers have comprehensive anti-racism tools they can create truly inclusive classrooms where all children are able to express themselves freely. We’ve created an extensive training programme to facilitate this urgent shift. And we want all educators to be a part of it - sign up today!

 

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Why Do We Need An Anti-Racist Approach Within Education?

  • Over half of newly qualified teachers self report feeling unprepared to teach in diverse classrooms.   

  • Black boys are three times more likely to be excluded from school than their white counterparts

  • Racism doesn’t go away if we ignore it.

But...

White Working-class boys' face the biggest challenges, don’t they?


Wealth is a big predictor of educational outcomes however, reports and newspapers conflate the term “working class” with students entitled to Free School Meals (FSM). 60% of UK adults self-identified as Working Class which is in stark contrast to FSM students who make up just 15.1% of all school population. This argument often centred around a misallocation of resources to minorities which results in the low achievement of working class boys. This cultivated conflict between groups disadvantaged by the system is not limited to White working class vs minorities. We can also see it with exclusion data which creates a Black African boys vs Black caribbean boys match up. As so much of the White working class discussion centres around boys, it also creates a gendered match up. What this narrow focus on academic attainment fails to include is the experiences of other groups. For example girls attain better academically but 66% of female students witness the use of sexist language in school each year. The aim of this critique is not to understate the challenges faced by the ‘White working-classes’ but rather to highlight how such statistics are being used to create divides making it difficult to unite and mobilise in challenging social injustices. The weaponisation of the 'left-behind white working class'




We have a zero tolerance policy for disrespectful language and behaviour in our school. Doesn’t this already work to combat racist incidents?


Zero-tolerance behaviour policies are contributing towards disproportionate exclusions of Black and minority ethnic students in the UK. Behaviour policies should promote fair treatment of students no matter whose classroom they are in, but in reality there are unacceptable disparities between the treatment of various student groups. Black Caribbean boys in particular are 3 times more likely to be excluded from school than white boys. Teachers and school leaders are not able to create anti-racist schools through respect-based behaviour policies because the school system they work in is institutionally racist, and favours white students over all others. Students deserve opportunities to learn about social issues that affect them, which cannot be done without explicitly naming racism as a problem in schools.




Chinese students do much better at school, don't they?


Chinese students end secondary school 23.9 months ahead of white British students. BUT, when you hold up one minority as a model of achievement and resilience, you pit them against other minorities. You essentially say to young people of other ethnic minorities that they should ‘just work harder’. For so-called ‘model minority’ students, stereotypes about academic ability are degrading, as their identities and cultures are reduced to two-dimensional caricatures. We see the adverse effects of this in rising hate crimes committed against people perceived to be Asian in recent years.





Free Anti-Racist Teacher Resources

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“Thinking is an action. For all aspiring intellectuals, thoughts are the laboratory where one goes to pose questions and find answers, and the place where visions of theory and praxis come together.” - bell hooks

Join Our Learning Community

 (De)-Constructing an Anti-Racist Classroom

The programme is delivered over three sequential 10 hour modules. Each module can be taught over 5 weeks or intensively over 2 days - get in contact if you would like us to deliver in your school.  

 

You’ll join a learning environment which is both mutual and active. You'll be encouraged to share your experiences and support others. Learners who participate in this training will gain a greater understanding of how oppression operates within their classroom. They will leave with tools and strategies to challenge them and cultivate an inclusive classroom. 

Teacher Retreat

We are thinking about delivering the full training course over a 4 day teacher countryside retreat in August 2022! Help us out by answering these simple questions below. 

1. Would you attend a 4 day retreat?

Not for me

Where do I sign up?

2. What would you like to see included?
(ideas so far, yoga, mindfulness, lesson planning support)  

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Meet The Team

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Curtis

Founder and Director

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The first authority figures to assume I would have a propensity for misbehaviour or reinforce the idea that I was ‘non-academic' was from educators. Despite being published and holding undergraduate and postgraduate degrees in education, the non-academic label is still very much a part of my reflection .  


I’m most likely to quote bell hooks and Jay Z in the same sentence. As a lover of hip hop, I try my best to create images and use analogies to enable greater understanding. For example, in the same way mercaptan is added to give gas a distinctive odor, I see Class 13's role to give systemic inequality a distinctive odor to alert teachers and professionals to the dangers.

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Evelyn

Co Director

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As an educator myself, I’ve seen firsthand how our education system has inequality built into it. The only way to change this is if people who are a part of that system know how to dismantle it, which is why I am passionate about my work with Class 13. I consider myself to be a youth work practitioner first and foremost, but I’ve always liked to read, and gained powerful insights during my Masters degree in Culture, Language and Identity in Education. 

 

Outside of work my favourite place to be is outdoors, whether that’s hiking, climbing, or heading to the park - the most difficult question a child has ever asked me is whether I would choose to live the rest of my life in a forest or in the mountains. My best ideas tend to come to me outside the office, which is why I’m looking forward to Class 13’s August retreat!

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Sean

Co Director

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As education professionals we often talk about transferring thoughts and ideas into action which is not always easy in statutory institutions, and Class 13 has offered me this opportunity.  I am keen to pass on this opportunity to educators.  I have over 20 years working with families and young people, coming from training mostly in therapeutic practice.  I draw on this knowledge to widen perspectives. 

 

Outside of Class 13?⁠

Family and fatherhood, with a mid-adolescent to present joy and challenge (in relatively equal measure). Love of music with a pretty eclectic (still growing) collection of vinyl. I try to keep an eye on art and culture to inspire and challenge. All happily disturbed by occasional surf trips and generally messing around in the sea.⁠

'(I have an)...Improved vocabulary and knowledge when discussing race, racism, bias, whiteness, privilege. (I’m) less worried about "getting it wrong’

2019/20 Participant, KS1 Teacher

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