1. Equality How to open dialogue… simple steps to take

2. “Almost without exception, whenever children are asked to write a story in school, children of colour will write a story featuring white characters with ‘traditional’ English names who speak English as a first language.” (Darren Chetty: @rapclassroom - His paper won the ICPIC award for excellence in Philosophy for Children). This is likely to be the same whether in a majority white British county such as Wiltshire or in areas of the country that serve multiracial, multicultural, multifaith communities. Is it that children are colour-blind and do not notice ‘racial’, cultural or linguistic differences? Is it significant and is it something that should concern us? Do children from socio-economically deprived areas or who live in families that are comparatively poor reflect their lives in their writing?

3. Does this extend to disability, descriptions of family, etc. Do all children/YP ignore what is around them, their own life experiences and instead write about societies’ norms? “What would happen if for just one lesson I insisted they write about a character from a similar ethnic, religious, linguistic background as themselves – just as I sometimes insist they try to include fronted adverbials, or a moral dilemma for their protagonist?”

4. Examples… Bang! As I stormed to headteacher Mrs. Paula’s office my head filled with fear. Fear of exclusion! Mrs. Paula was a short, slim, young white woman with red ruddy cheeks. She was a stern woman who hated disobedience and inappropriateness. As I stroked my black hair, my smooth lips crumpled and my creamy brown face turned red with worry. Michael Maryam Patel was a twelve year old girl, whose parents were Indian, but she was born in Britain. She was a fairly religious person. However Maryam thought one does not have to wear a headscarf to be religious. She loved her red straight hair. Her hair was as red as blood. She had decided to dye her hair as she hated her dark brown hair. She loved football and the club she supported was Liverpool. One day I will play for the Liverpool women she thought. Nabila

5. Literary Clubs…with a purpose The experiences of young people who experience some sort of societal discrimination are rarely discussed. Finding books that create diversity also provides an opportunity for the teacher to demonstrate their understanding and commitment. Providing a positive space to counteract possible negative experiences. These groups could be teacher-led or facilitated by sixth formers (whether in secondary schools or with sixth form volunteers running clubs in primary schools). The books or poems might be introduced by guests. The remit: books that are important to them in some way… thereby facilitating a diverse range of adults to talk about books that mean something to them and their family.