History Curriculum: Migration

Debate between Jim Shannon and Helen Hayes

Tuesday 18th June 2019 Westminster Hall

[Helen Hayes]

That is exactly the argument I will go on to make: a migration-focused articulation of British history is also a more accurate, rigorous and—as my hon. Friend rightly says—honest version of British history. That is a really important point.

The understanding that we derive from history lessons in school informs our sense of national identity. It informs the internal narrative that runs in each of our minds when we hear the word “British”—who is included in that term, and who is not. Too often, what we are taught in school leads to a characterisation of Britishness that is only partial. During the Windrush scandal last year, Ministers had to be reminded again and again in the House of Commons Chamber that the citizens who had been denied their right to be in the UK by the Home Office were not foreign nationals whose status was in doubt, but British citizens. They had come to the UK as British citizens as a consequence of the British Nationality Act 1948, which granted citizenship to Commonwealth citizens—itself a consequence of the long and painful history of British colonialism.

The current history curriculum offers some opportunity to teach migration, but there is little explicit focus on internal racial and ethnic diversity within Britain. It also tends to downplay our internal diverse histories; in addition to race, they include gender, class, sexuality and religion.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Lady for bringing this subject to Westminster Hall. When we talk about migration, we cannot ignore the fact that our great nation, the United Kingdom of Great Britain and Northern Ireland, came together with the integration of the Ulsterman and the Ulsterwoman from Northern Ireland, the Scots, the Welsh and, to a lesser degree, people from the Republic of Ireland. All those five nations coming together as one—surely that tells us how we can do things if we do them the right way. It is unfortunate that none of our Scots Nats friends is here to hear this, because it is important that we say it and say it often: we are better together.

[Helen Hayes]

The hon. Gentleman makes a strong point.

In 2016, two new OCR and AQA exam board units on migration to Britain were introduced at GCSE level, both of which include some coverage of empire. They offer exciting and innovative opportunities to engage with important British histories, but they remain optional, and there are some structural barriers to take-up that I hope the Minister might address.

Over the past 10 years, in partnership with Manchester and Cambridge Universities, the Runnymede Trust has led a number of projects to engage young people and teachers with more expansive, representative and inclusive histories of Britain. The lesson from that work is that there is a strong appetite among young people from all backgrounds for history teaching that reflects a broader range of voices and experiences, and there is interest among teachers in engaging with more representative histories of Britain. But there is also a lack of confidence, support and resources for teachers who want to embed those histories in their practice, and teachers feel constrained by the increasing demands on their time and energies in a fast-changing teaching climate.

The appetite for change is also evident in feedback received by the parliamentary digital engagement team in response to a survey posted ahead of this debate. Joanne, a teacher, wrote:

“This would enrich the curriculum by demonstrating that migration had a key role to play in the formation of a more inclusive national identity. It would also offer opportunities for a wider range of voices and perspectives to be heard and valued within our history teaching—crucial for us as a nation moving forward.”

Nick, who is also a teacher, wrote:

“I find that students are usually interested in migration but it is often very new to them, reflecting a wider lack of knowledge about migration in wider society. It helps students realise the connections between history and geography and provides a glimpse of the big answers about the composition of modern society, culture, language and food.”

Interest also extends beyond the teaching profession. John, an immigration solicitor, wrote:

“It’s amazing to think how little we are taught about our awful past relationship with the colonies and indeed our closest neighbouring country, Ireland. Had more people been educated about the colonies and Ireland, there may be more understanding now of the issues we face in modern times, including the Windrush scandal and the Brexit disagreements over the Irish border issue. Forgetting our past is a real failing.”

Following the work of the Runnymede Trust, a web-based resource called Our Migration Story was launched in 2016, in direct response to requests from teachers for classroom-ready materials on histories of empire and migration. Our Migration Story was built in collaboration with more than 80 academic and local historians; local and national museums and archives, including the Imperial War Museum, the National Archives, the Black Cultural Archives, the Victoria & Albert Museum and the Migration Museum; and exam boards, teachers and professional history associations.

Our Migration Story is a one-stop shop on Britain’s long migration history, from Roman invasion to the present day. Through a series of case studies driven by historical research and primary source material it presents the stories of the people, ideas and objects from near and far that have travelled to and then shaped the British Isles over the last 2,000 years.

[Jim Shannon]

I thank the hon. Lady for giving way again; her speech, including its introduction, is excellent. Does she agree that it is essential that our children understand the importance of how migrants have flocked to the United Kingdom of Great Britain and Northern Ireland for years and have integrated well into our systems? It is important to understand that not all immigrants wish to have “their” country and “our” country; indeed, our country is made up of those who live here, integrate and raise their children to be British, and who have made this nation as great as it is today. In my constituency, there are Bangladeshis, Pakistanis, Indians, Chinese, people from eastern Europe, and people from Nigeria and Kenya. All those people together have made this nation great.

Royal Mail Delivery Office Closures

Debate between Jim Shannon and Helen Hayes

Wednesday 11th October 2017 Westminster Hall

[Helen Hayes]

It is precisely my argument that Royal Mail needs to compete on quality, not simply seek to reduce its costs to survive in the competitive environment it finds itself in.

The impact is similar in East Dulwich, where residents will have to travel to Peckham to collect their post, to a delivery office that is not easy to find and which has no dedicated parking. In East Dulwich, it is accepted by staff that the current delivery office building is not fit for purpose, but that is only because of the immense growth in parcel deliveries at that location, which means that the workload has outgrown the site. That is only an argument for finding new premises in the SE22 postcode area, not an argument for forcing residents to travel longer distances to collect their mail.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on bringing a very important issue to the House. I apologise that I will have to leave early—I have already apologised to the Chair and Minister. The hon. Lady refers to parcel services. A large number of constituents do not have access to the internet or computers or may not be computer literate. Therefore, when it comes to arranging delivery, they cannot use the alternatives of parcel lockers or click and collect. Does she feel that Royal Mail has not been fair to its bread-and-butter customers who have kept it going all these years?

[Helen Hayes]

The hon. Gentleman’s point is well made. I will come on to data that clearly prove that it is the overwhelming preference of customers to have parcels delivered to their home and not to any other location.

The much longer journeys will clearly be even more challenging for older people, disabled residents and those with very small children. As one of my constituents —a 77-year-old pensioner who cares full-time for her disabled adult daughter—has described in a letter to Moya Greene,

“this journey would be exhausting but since I do not drive and I am unable to afford a taxi, there would be no alternative to it.”

Royal Mail has argued that a need for modernisation is driving the changes, but when I visited the West Norwood delivery office during the very busy Christmas peak period it was clear that it is a modern, efficient working environment. The staff are dedicated and hard-working, and they provide an excellent service to their customers.