Mention of the words 'racial equality', 'racism' or 'racist' can make some of us feel uncomfortable, threatened, guilty, ignorant, or 'accused' of something of which we feel we are innocent. Others may feel that we experience racism much of the time, so don't want to discuss it with people who fail to understand that reality. Yet others may think that it has nothing to do with us because we live in a rural or largely white area.
Given such unease, and the advent of the Early Years Foundation Stage next month, is it time to reflect seriously on racism? Without being too 'heavy' about it, yes, it is. Racism exists and persists in the early years field in the same way as elsewhere, because racism, in Britain today, is nearly everywhere.
Racism, like sexism, is deeply embedded in our society - so deep that we may not recognise it or believe that it is there or ever reflect on it, let alone think it has anything to do with us and our work with young children.
In rural and suburban areas particularly, where few black and other minority ethnic people live, it is easy to deny its existence, because it is only revealed when the situation changes. For example, a headteacher in England, on a BBC radio programme, said that there had been no racism in his school until Matthew, who is black, arrived! Of course, Matthew did not create the racism - he merely exposed it.
Evidence from research over the past 50 years shows that racism can affect children from an early age. It shows that they learn their attitudes, including their racial attitudes, to those who are different from themselves by the time they are three, long before they go to school. But they are not born with them, they learn them.
Research also shows that, unless positive and specific action is taken with young children to counter the racism in society, many, even though we may not notice it, are likely to be learning to be racially prejudiced.
This is particularly true of white children, but some black children may be learning this too, even between some black groups. Black children may also be carrying the burden of learning that they are the objects of racism.
These facts are uncomfortable because it shows that young children are not the innocents that most of us would wish them to be.
Children reflect their own environments, including influences from the people they meet (and don't meet), what they hear (and don't hear), what they see (and don't see), what they do (and don't do), the play and other resources around them, the media and advertisements. The powerful influences in society sometimes even outweigh the positive attitudes of their own families, so children may say and do things that their parents would never say or do.
Understanding
So, what exactly is racism and how might it affect or influence our early years practice? Perhaps it is easier to understand if we try to describe it, rather than leave it as some vague concept that we know somehow is wrong. And if we understand it better, any apprehensions about it are likely to be lessened. If we can understand how and why it exists, we can begin to understand how it impacts on early years practice and so know what to do about it.
This is not about blaming anyone. We all come to our work situations with our own personal backgrounds, education, experiences and the way we live our lives. All these impinge on our attitudes and our behaviour. Sharing experiences and talking together about issues around racism is more helpful and constructive than blaming others, or one another.
Racism consists of all those practices and procedures that, both in the past and the present, disadvantage and discriminate against people because of their skin colour, ethnicity, culture, religion, nationality or language.
Perhaps it can be seen more easily as a package of factors or aspects, some of which are likely to be outside early years practice. But other factors may directly affect early years practice and procedures, including racial prejudice and discrimination, racist stereotyping, harassment and, most insidiously, institutional racism.
Institutional racism
Institutional racism is when an organisation - including an early years setting - fails to take account of the fact that Britain is now a multi-ethnic, multicultural society, so that some of its practices and procedures amount to discrimination through 'unwitting prejudice, ignorance, thoughtlessness and racist stereotyping' (terms used in the Macpherson Report, an inquiry into the murder of the black teenager, Stephen Lawrence, in 1999).
The EYFS Statutory Framework talks about 'anti-discriminatory practice', 'helping to overcome barriers for children where these already exist', 'all children irrespective of ethnicity, culture or religion' having 'the opportunity to experience a challenging and enjoyable programme of learning and development' and duties regarding 'anti-discriminatory legislation' - all examples of what needs to be addressed to counter aspects of racism.
The Practice Guidance identifies numerous issues, including 'positive images that challenge children's thinking', 'resources reflecting the diversity of children and adults within and beyond the setting', avoiding 'negative stereotypes', supporting children in 'developing positive relationships by challenging negative ... comments and actions towards either peers or adults', being 'alert to injustices', supporting 'children and adults to unlearn discriminatory attitudes', and talking 'with young children about valuing all skin colour differences'. All these examples, where not put into practice, may contribute to institutional racism.
Some of these concepts may seem daunting. But it is only when we understand what racism is that we can, in turn, understand how it affects the lives of nearly all of us. We may not have recognised that some of our practices, procedures, attitudes or behaviour may contribute to racism.Understanding it makes it easier to take on our responsibilities to counter it.
For example, our admissions and employment policies may not advertise vacancies sufficiently widely, or our stereotypes may see black boys as problematic and so not ensure that they are included in all aspects of the curriculum. And any assumptions and judgements about children and their families may disadvantage and discriminate against them.
We need to consider everything we do to ensure that we are treating all children equally and giving every child, wherever we live, an opportunity to learn to equally value and respect those who are different from them. This does not necessarily mean agreeing with others or living in the way others live, or even liking others. It is an acceptance of others as equally valued members of our society.
We know how discrimination hurts and damages children, but we also need to recognise that the children who are learning to be prejudiced are also damaged. Their attitudes may limit their understanding of the wider world, deny them the benefits that come from friendship with people from other backgrounds and lead them to discriminate against others in their future workplaces and communities.
All of us make judgements about others, but we need to be sure that our attitudes do not allow prejudice and discrimination to be unwittingly perpetuated.
Can we get rid of all the 'baggage' that so often accompanies our discussions of racism? Can we make opportunities to talk openly and honestly about it, within a no-blame culture, with our colleagues? Can we ensure that all children feel they belong and are treated and valued equally?
Jane Lane is author of 'Young Children and Racial Justice: Taking action for racial equality in the early years - understanding the past, thinking about the present, planning for the future' (National Children's Bureau)
LINKS TO EYFS GUIDANCE
- UC 1.2 Inclusive Practice
- PR 2.1 Respecting Each Other
- PR 2.2 Parents as Partners
- EE 3.2 Supporting Every Child
- L&D 4.3 Creativity and Critical Thinking
