Black History Month

Steve Baker Excerpts

Thursday 28th October 2021 Westminster Hall

[Mr Steve Baker (Wycombe) (Con)]

I begin by declaring my non-pecuniary interest as chair of the advisory board of Conservatives Against Racism For Equality. I do not think there is any point shying away from the truth that I am the only Back-Bench Conservative who is here today. I hope that part of the purpose of CARFE can be to encourage Conservative MPs to rise to the leadership and representational responsibility that we all have.

I am very pleased to follow the hon. Member for Streatham (Bell Ribeiro-Addy) and I congratulate her on this debate. She said that black history is British history; I absolutely agree with her. We certainly should be facing up to our history. As I listened to her, and as I reflect on what she said—as well as on some of the things that have been said to me—I realise that an element of this is that we are asking people to face up to acts and facts of shame in our history. It is a very uncomfortable thing for people to do, particularly when those of us alive today are not responsible for the crimes of the past. Nevertheless, it is necessary for us to face up to the crimes of the past and to recognise, as the hon. Lady said, that black history is British history. However painful it may be to face up to it, we must do so in a way that is inclusive and will appeal—if I may say so—to white people to be part of.

To reflect for a moment on my own journey, as I have possibly said before, growing up as part of an ordinary family in Cornwall I suppose I was able to take for granted the equality of all people for most of my childhood and adult life. I wonder what proportion of the UK public today are also able to take for granted racial equality, without reflecting much on the experience that people who are not white have—and, in particular, that black people have.

I am very proud of Wycombe; I am delighted to speak in this debate because, once again, we have an opportunity to celebrate the history, achievements and contributions of black people in Wycombe, and across the UK. Wycombe was a very popular destination for people coming from the Caribbean, and I am sorry to say that sometimes their contribution has been overlooked. I hope to put that right. I am very grateful for the work of Wycombe Museum. This October, it has been celebrating our fantastic community with a selection of events funded with support from—my notes say the Department formerly known as MHCLG—the Department for Levelling Up, Housing and Communities, as well as Thames Valley police among others. The museum has a very close relationship with the High Wycombe-based SV2G, which celebrates the second generation from St Vincent. I am incredibly proud of the whole community.

SV2G shed light on the tragic life of George Alexander Gratton, a child from St Vincent and the Grenadines born into slavery and transported to Britain. Wycombe has the largest population of Vincentians in the UK. In last year’s debate I spoke about George Alexander Gratton, and I encourage people to look at his story. I particularly want to congratulate those organisations in Wycombe for the work that they do to promote black history and to keep alive Wycombe’s place within it.

My hon. Friend the Member for Darlington (Peter Gibson) was not able to attend today, and he asked me to put the following on the record for him:

“Black excellence is truly spread across the whole United Kingdom. Far from the turf of Wembley, the world’s first professional black football player started as a goalkeeper for Darlington. In 1882, Arthur Wharton abandoned his missionary training in the town to become Darlington’s goalkeeper; he was part of the team which reached the FA cup semi-final in only his second season at the club.

I am proud that during black history month last year, a mural was unveiled in the town to mark his achievements. Darlington’s sporting excellence is continued to this day by champions like Troy Williamson who earlier this month won the British Super Welterweight title in Liverpool.”

I know that my hon. Friend is proud to represent everyone in his community.

Turning to Government policy, I welcome the Minister’s announcement that the Government will respond to the Sewell report from the Commission on Race and Ethnic Disparities. I am very pleased that the Government will act on the recommendations in the report, in particular by seeking to further trust, fairness, inclusivity and agency. It is very important that the Government pick up on agency. We must express our belief in the dignity of every person and our recognition of their agency, so I look forward to the Government’s swift implementation of those recommendations.

The other members of CARFE and I are very excited by the establishment of the Office for Health Improvement and Disparities to properly target health disparities in the UK, focusing on research, communication and expertise to reduce those inequalities across all groups. We welcome the Government’s desire to build social and cultural capital to enrich everyone and to prevent harm, reduce crime and divert young people away from the criminal justice system. In particular, I understand that the Government are going to develop an evidence-based pilot to divert offences of low-level class B drug possession into public health services; I hope the Minister will say more about that pilot.

The Government need to replicate those factors of educational success for all communities everywhere, and I will put in a plea for levelling up in Wycombe. I am very happy to take my hon. Friend the Minister to the parts of Wycombe that certainly need extra help. The curriculum, of course, must be made more inclusive, and I again urge Ministers to make sure that we include black history as British history.

I will just touch on the idea of disaggregating the term “BAME”. I think it is unhelpful to polarise our society between white people and everybody else. With great sorrow, I would say that some of the worst racism I have ever heard was directed among different sections of the Asian community in the UK, and I think it is incumbent on us to recognise that Caribbean history is very different from the history experienced by people who have come from, for example, west Africa. I encourage the Government—I encourage everybody, actually—to disaggregate this term “BAME”. I think it leaves people separated between “white” and “everybody else”, and I want us to move into a world in which the colour of our skin does not matter any more than the colour of our eyes. We should be morally, legally and politically equal, with equal opportunities, and there should be justice in the outcomes that everyone experiences.

I am very pleased that the Race Disparity Unit has been awarded a research excellence award by the Office for National Statistics. That fact should be taken seriously, including by the Government’s critics. I welcome the Home Secretary’s endorsement of improving diversity in police forces: she has said that this is a “critical and personal priority” for her, and I think it is worth putting on the record just how diverse this Cabinet is. I am particularly proud that this Conservative Government have such a diverse Cabinet—of course, I lament that I am not in it, but I am nevertheless grateful that it is so diverse.

I am very glad that we have had this debate today. If anybody wishes to visit Wycombe, there is the opportunity to go to the “There’s Something About Wycombe” original theatre production on Friday and Saturday at Hilltop community centre. Based on a true story, it is the story of one man’s move across the world from St Vincent to High Wycombe, and the community he found there. There is also the Windrush legacy pop-up exhibition at the Eden centre, which I will be visiting on Saturday to look at the legacy of Windrush in our town.

Again, I am very proud indeed to represent Wycombe, and to represent everyone in Wycombe. As the hon. Member for Streatham said in her remarks, black history is British history. I am very proud of every section of our community, and I hope that the Minister will be able to set out an optimistic and hopeful vision of how the Government are going to help black people right across the UK.

--- Later in debate ---

[Mr Steve Baker]

Will the hon. Lady give way?

[Marsha De Cordova]

No. Eight months on, the Government still have not published their response to the report. I hope that the Minister will today give us a timeline, as that was promised to be published in the summer. We are now leaving autumn and going into winter. Their apathy towards meaningfully addressing structural inequalities is shameful, and an insult to those of us with that lived experience.

Today, I call on the Minister to urgently look at implementing a race equality strategy to fundamentally change those systems and institutions in which structural racial inequalities exist. That includes reforming the national curriculum, as my hon. Friend the Member for Erith and Thamesmead (Abena Oppong-Asare) has already mentioned. The Government must commit to addressing those shocking disparities in black maternal health, which leave black women at a greater risk of death during childbirth, and include the recording of accurate and robust data. They must also commit to upholding their obligations under the Equality Act 2010 in carrying out and publishing equality impact assessments. I was pleased to see that yesterday’s Budget included one, but that has not been the case with many of the Government’s policies and even legislation.

We all know that the Government should by now have responded to the Commission on Race and Ethnic Disparities report. The Minister may wish to say that the Government have conceded that the report does not even warrant a response. Perhaps the Government will just crack on and get on with implementing the recommendations from so many of those other reports alluded to by my Friend the Member for Streatham in her excellent opening remarks.

I will finish by quoting the abolitionist Frederick Douglass, who said:

“Power concedes nothing without a demand. It never did and it never will.”

That is so important. We are all here because we care about black history. We must demand action—from ourselves, but also from the Government.

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[Ms Diane Abbott (Hackney North and Stoke Newington) (Lab)]

It is a pleasure to serve under your chairmanship, Sir Graham. I congratulate my hon. Friend the Member for Streatham (Bell Ribeiro-Addy) on obtaining this important debate.

We have heard a lot of important points about black history, but I want to talk about more recent black history. I want to answer the question of why four black MPs were elected for the first time in 1987. It is tempting to think that it was because of our great merit or the benevolence of our political parties, but I would argue, having been one of the Members elected in 1987, that the fact that we could get selected and elected owed a lot to events in the 1980s. It is my view that the black Members of Parliament that were elected in 1987 and, with respect, black Members who are here today, stand on the shoulders of people in the community who were willing to stand up and in some cases actually cause urban disorder. Without those people at the grassroots, none of us would be here.

Colleagues have touched on these events, but let me remind Members of them. First there were the April 1981 Brixton riots. It is hard to recollect what an impact those riots had. Scenes like that had never been seen on the British mainland. I remember going to Brixton the day after those riots, seeing the devastation and realising that something really impactful had happened to the British political narrative. The reason that the Scarman report, which I mentioned earlier, made such an impact was that it was an elderly white judge saying quite shocking things about institutional racism in British society. He could not be dismissed.

Sadly, many of the things he said were not acted on, but the Scarman inquiry was extremely important. In January 1981 there was the New Cross house fire. As hon. Members have said, the slogan at the time was “13 dead, nothing said”. A black people’s day of action was organised and 20,000 people marched. I was one of those people, and the extraordinary thing about that march was that there were so many people on it who were not regular black, left activists. They were ordinary people who were shocked that 13 young people could die in this way and nothing really was being done or said about it.

Then there were the 1985 Brixton riots, which were triggered by the death of Cherry Groce. Then there was the 1985 Broadwater Farm uprising, which was triggered by a police raid that ended in the death of Cynthia Jarrett.

Without activity at grassroots level, without anger and the expression of anger—sometimes by marching, sometimes through what was written and what was said—we would not have had the tide of events that resulted in the election of four black MPs in 1987. I will touch on who they were, as I am the only one left in Parliament.

There was Keith Vaz, who read law at Cambridge and became a practising solicitor. There was Paul Boateng, who was born in Hackney—Members do not need me to remind them what a great borough that is—and made his name working at Brent law centre. He also represented Cherry Groce in the aftermath of the Brixton riots. He had a very distinguished ministerial career and ended his career as high commissioner to South Africa, a position that was particularly appropriate because the struggle against apartheid was always one of Paul’s signature issues. Then, of course, we had the legendary Bernie Grant, one of the first black leaders of a local authority as leader of Haringey Council.

There are so many issues that were first raised in the ’80s and before, whether that is black children in education or in the criminal justice system, black people in business and the lack of access that they sometimes have to finance and support, or black people in employment, be that public sector or private sector, where black people often find themselves hitting a glass ceiling in terms of promotion. Then there is the issue of black maternal health, which other hon. Members have raised.

[Mr Steve Baker]

I am glad that the right hon. Lady has reminded us about the death of Cynthia Jarrett. As she reflects historically, she reminds us all of the appalling experiences that people have been through. She did not mention the murder of Keith Blakelock. I remember that happening when I was young. Surely she is not advocating for civil disorder today in response to the problems that we undoubtedly face—surely not.

[Ms Abbott]

I thank the hon. Gentleman for that important intervention. Of course I am not advocating civil disorder. As someone who lived through that era, I am saying that without people marching and taking to the streets, I am confident that there would not have been the impetus, the concern and the focus that enabled me and my three colleagues to be elected in 1987. He must give me some credit for having lived through that era and having been active in the community at that time. Neither I nor anyone on these Benches would advocate civil disorder, but it happened; we cannot pretend it did not and we cannot pretend it did not have an impact, as Lord Scarman himself said.

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[Mr Walker]

I would say to the hon. Lady that that is just what I tried to set out. We think that, where there is any disparity, it needs to be addressed. That is one of the things that Ofsted is already encouraged to look into. It is also one of the reasons that we are looking at our behaviour and exclusions guidance to see how we can address the issue more generally.

It was good to hear the hon. Lady talking about good teaching of black history at one of her local primary schools. At a recent visit to Burnopfield Primary School in County Durham, I was very pleased to see black history being taught through a rich and broad curriculum. Black Olympians were celebrated in PE and black musicians’ significant contributions were celebrated in a reception class. Inclusivity is an ethos at the school, and Black History Month is celebrated as part of that. That is particularly striking in an area that is almost 100% white English.

Teachers and historians are embedding black history in teaching all year round. In her articles, Hannah Cusworth explains how she teaches her pupils that York was more ethnically diverse in Roman times than it is now; that black people were present at the Tudor courts; and that William Davidson, a black Georgian, was involved in the Cato Street conspiracy. Many history teachers have followed the example of Kerry Apps, who ensures that when pupils study Elizabethan England, they understand the many Elizabethan trading and diplomatic connections with the wider world, such as those that led to the Moroccan delegation to London in 1600. Primary pupils in Haringey Education Partnership study the 5th-century African empire of Axum as an integrated part of their work on early Christian empires.

We have heard some fantastic examples of local history. The right hon. Member for Dwyfor Meirionnydd (Liz Saville Roberts) spoke about the new rose that has been dedicated to John Ystumllyn—she will have to forgive my Welsh pronunciation—which I was fascinated to read about this morning. I congratulate the We Too Built Britain campaign for its work on that.

We have heard about some very important figures who have been commemorated, such as the example originally given by the hon. Member for Erith and Thamesmead (Abena Oppong-Asare) of Yvonne Connolly, along with Betty Campbell in Cardiff; Olive Morris in Battersea; Ira Aldridge in Coventry; George Alexander Gratton in Wycombe; Arthur Wharton, the goalkeeper for Darlington; and, of course, Andrew Watson at Queen’s Park F.C.—the hon. Member for Argyll and Bute (Brendan O’Hara) would not forgive me if I did not mention him. I want schools to look at local figures like those when they teach local history.

We have thought carefully about whether we can do more to support high-quality teaching and to help teachers and schools develop their own school curriculum, fully using the flexibility and freedom of the natural history curriculum and the breadth and depth of content it includes. I acknowledge that some teachers may need more guidance on how to teach a high-quality and diverse history curriculum, and that is why I am pleased to announce that we are taking steps to develop a model history curriculum. We will work with history curriculum experts, historians and school leaders to develop a model history curriculum that will stand as an exemplar of a knowledge-rich, coherent approach to teaching history. The development of model, knowledge-rich curriculums continues along the path of reform that the Government set out in 2010. Our reforms are driven by the ideas of Professor E.D. Hirsch, whose work sets out the importance of the transmission of rich subject knowledge from teachers to pupils. Hirsch came from what might be termed a left-wing background in his views, and he strongly advocated an education that gave all children cultural literacy, in recognition of the fact that knowledge had often been the preserve of the elite.

School education gives the rare opportunity to offer children experiences that go beyond their own circumstances and cultural background. The cultural breadth that schools can teach children offers common cultural touchpoints for all. That is why a knowledge-rich approach embeds diversity in a meaningful, rather than tokenistic, form. A curriculum based narrowly on relevance to pupils is to deny them an introduction to the best that has been thought and said. There is no reason why the work of a dead white man is not appropriate for all children to learn about. Maya Angelou famously said that Shakespeare must be a black girl, as his poetic words expressed so intensely what she, a victim of poverty, racism and childhood sexual abuse, felt inside.

This is why the development of the model history curriculum is so important. We have already published the model music curriculum in March; this is non-statutory music curriculum guidance for key stages 1 to 3, developed by an independent panel of 15 specialists from across the UK. Diversity will be an important aspect of the model history curriculum, as we demonstrate how the content, themes and eras of the national curriculum can be brought to life by teaching them in an interconnected form throughout key stages. A diverse history can be taught because history is diverse. As so many Members have said today: black history is British history.

British history is deeply connected with world history; we do not stand apart. What makes this country “Great” Britain are these historical connections, and how they have shaped our past and present. The model history curriculum will equip teachers and leaders to teach migration, cultural change and the contributions made by different communities to science, art, culture and society. We will announce further details in due course, but I am pleased to show our commitment to high quality teaching in this debate. This country has a lot to be proud of—

[Mr Steve Baker]

I very much welcome what the Minister has said. I say this slightly tongue-in-cheek, but it feels to me that he is bound to be accused of being woke for what he has announced. What will he say to those, possibly even within Government, who accuse him of being woke? Will he explain to them that it is very necessary and right that he carries through this policy?

[Mr Walker]

I would say to my hon. Friend that it is much more important to celebrate what brings us together than allow discussions to set us apart. In that regard, this country has a lot to be proud of. Children should be taught all aspects of our shared history, and as we have heard in this debate, that includes both the good and the bad.

We must teach about the contributions of people of all ethnicities, both men and women, who have made this country what it is today. The shared history of our country is one that is outward looking; a nation that has influenced the world and been influenced in turn by people from all over the world. It is people who have built the culturally rich country that we have today, and we are truly an example of the riches that diverse communities can bring to one another.

We believe that schools and teachers should use the flexibility they have in the curriculum to develop a more detailed, knowledge-rich curriculum, and to teach their pupils in an inclusive manner. To support this, the curriculum includes a number of examples that could be covered at different stages, drawn from the history both of this country and the wider world. Examples at key stage 1 include teaching about the lives of key black and minority ethnic figures, such as Mary Seacole and Rosa Parks. It was interesting that the hon. Member for Argyll and Bute referred to his education; I did not learn about Mary Seacole when I was at school, but I did learn about her from a school in my constituency. Other individuals can be taught at this key stage; I know that schools widely teach about Nelson Mandela as an inspiring figure—we mark his great achievements with a memorial statue in Parliament Square, in London.

The key stage 2 curriculum focuses on early civilisations; it also requires the study of a non-European society that provides contrast with British history, with examples including Benin, west Africa, from 900 to 1300. At key stage 3, as part of the statutory teaching of the overarching theme of Britain 1745 to 1901, topics could include Britain’s transatlantic slave trade, its effects, its eventual abolition and the development of the British empire. The latter could include teaching about the successful slave-led rebellions and challenges that led to the abolition of slavery, for example the role played by slaves and former slaves, such as within the Somerset ruling, and the life and work of Olaudah Equiano in the abolition movement. In the theme “Challenges for Britain, Europe and the wider world 1901 to the present day”, the end of empire and decolonisation can be taught. This key stage also requires the teaching of at least one study of a significant society or issue in world history and its interconnections with other world developments. Examples include the USA in the 20th century.

For key stage 4, the Department sets out that GCSE history specifications produced by the exam board for pupils should

“develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience.”

We know that exam boards such as OCR, AQA and Pearson often offer options to study migration in Britain. There are a lot of resources available to help teachers teach black history, for example, lesson plays and resources produced by the Windrush Foundation, which support the study of the Empire Windrush and Caribbean migration. Runnymede Trust’s “Our Migration Story” website provides extensive resources telling the story of generations of migrants who came to and shaped the British Isles. Oak National Academy has developed a primary and secondary history curriculum, which is designed to be diverse and representative, including covering black history. Oak’s history curriculum includes medieval Mali, British colonialism in America, the abolition of slavery, the experience of those ruled by empire in Africa and why we celebrate Nelson Mandela Day.

Other subjects such as citizenship, English, PSHE, art, music and geography offer teachers opportunities to further explore black history with pupils, helping to build understanding and tolerance. Diverse texts are offered by exam boards in GCSE English. Pearson and Edexcel include texts such as the play “Refugee Boy” by Benjamin Zephaniah, adapted for the stage by Lemn Sissay, and the novel “Boys Don’t Cry” by Malorie Blackman in their post-1940 section of texts for English literature GCSE.

We know that a diverse teaching and school leadership workforce is important. We want teaching to be an inclusive profession, for schools and their leadership teams to reflect their communities, and for pupils to feel represented and inspired. There is further to go on this. Data show increases over time in the number of black teachers and leaders, but numbers still do not match the proportion of black people in the working population. We make sure that we target diverse audiences in our recruitment campaigns, and I am pleased that the picture is particularly encouraging when it comes to black postgraduate trainees starting their course—around 4% in 2020-21. This is in line with the wider working population.

I note the point that was made about university academics, and I will ensure that I pass on the point to the Minister for Universities, my right hon. Friend the Member for Chippenham (Michelle Donelan). It is often said that talent is evenly distributed but opportunity is not. I believe this to be true. That is why we want to remove the barriers holding people back, whatever their background. This means tackling discrimination, but also levelling up opportunity, so that no matter where anyone lives in the UK and no matter what their socioeconomic or ethnic background, they can fulfil their potential. That is why the Prime Minister launched his independent commission on racial disparities. As my hon. Friend the Member for Wycombe noted, we will be responding to that commission in detail in due course.

I will conclude, because I want to give the hon. Member for Streatham a chance to respond. Months such as Black History Month can highlight the great black Britons who have helped Britain shine internationally, from artists such as Steve McQueen, writers such as Malorie Blackman and athletes such as Dina Asher-Smith to the everyday contribution to our society of people from the Caribbean and Africa, who helped build and support the NHS. I am grateful to the hon. Member for Streatham for this highly interesting debate and for once again highlighting the importance of Black History Month.