In the light of my doctoral research into ‘Education of Pakistani boys in Birmingham and the place of religion’, I have been considering the key question: so what now? I have been reminded of the following extract from the Swann Report: Education for All (DFES 1985), which was groundbreaking but sadly ignored by the system:
“2.11 Throughout this report we have argued for all pupils to share a common educational experience which prepares them for life in a truly pluralist society. We have stressed that, to achieve this aim, all schools, both multi-racial schools and those with few or no ethnic minority pupils, will need to reappraise their curricular provision and the attitudes and assumptions which underlie their work, in order to challenge and indeed overcome the ‘barriers’, whether physical or psychological, which at present exist between the majority and minority communities in our society. We firmly believe that if the message of this report is accepted by schools and the changes in perspective and emphasis which we have advocated – particularly in relation to religious education, ‘pastoral’ concerns and language needs – are realised, then this will go a considerable way towards meeting the concerns of many ethnic minority parents about their children’s education and that many of the particular concerns which have led sections of the Asian community to call for the establishment of their own schools would also be allayed. If schools were seen by parents to be offering a more broadly-based curriculum, which reflected the multi-racial, multilingual and multi-faith nature of Britain today we feel this would counter many of the anxieties which have been expressed. If ethnic minority parents were able to exercise some direct influence themselves over policy development and decision making, through greater involvement in governing bodies, this would also, we feel, enhance their confidence in existing schools. Similarly if teachers showed themselves willing to cooperate in a positive way with community-based activities and to respond sensitively to pastoral concerns and to take effective action to tackle all manifestations of racism, whether overt or covert, we believe that much of the mistrust and frustration which lies behind arguments for an alternative to existing schools would be overcome.”