History Curriculum: Black History

Theresa Villiers Excerpts

Tuesday 8th September 2020 Commons Chamber

[Theresa Villiers (Chipping Barnet) (Con)]

Madam Deputy Speaker,

“There were Africans in Britain before the English came here.”

That is the opening line of Peter Fryer’s monumental book “Staying Power: The History of Black People in Britain”. Black and minority ethnic communities have roots in this country going back nearly two millennia. Among the Roman legions guarding Hadrian’s Wall in the third century AD was a unit recruited in north Africa. In 210 AD an African soldier serving in Carlisle went down in history as brave enough to make fun of the visiting emperor, Septimus Severus, who was at the time pretty much the most powerful person on the planet. In 1901 remains were discovered in York of a high-status woman living around 350 AD, born in Britain but likely to have been of north African descent, and forever known as “ivory bangle lady” for the ornaments buried with her. More recently, the remains of a young black girl were found in North Elmham near Norwich dating back to the Saxon era around the year 1000. A small black community appears in the account books of the court of King James IV at Holyrood shortly after 1500, and John Blanke was a black musician who performed for Henry VIII.

In past centuries, long before Windrush and the modern era, history records black British people as sailors, soldiers, teachers, craftsmen, retailers, nurses, writers, actors, singers, farm workers, entrepreneurs, vicars and chefs and in hundreds of other occupations. But from the late 1500s, of course, the majority of black people who came to live in this country were domestic servants, many initially brought here as slaves.

It is estimated that in the 245 years between the first British slave trading voyage and abolition in 1807, British ships carried around 3.4 million enslaved Africans to the Americas. The appalling depravity and cruelty of the triangular trade makes it one of the greatest crimes against humanity ever committed. It is true that there were brave and principled men and women in this country who campaigned for many years for an end to this abomination, including many who served proudly here in this Parliament, and it is also true that after the Abolition Act came into effect, the British Navy was prominent in stopping slavers who tried to carry on; but it is none the less a matter of national shame that the transatlantic slave trade was allowed to endure for so long, with involvement from across the British establishment, including MPs, the monarchy and the Church.

I am afraid that, even with the slightly extended time that we have available, the time is short to begin consideration of the complexities of the legacy of empire and colonialism, but I am in no doubt that those wishing to understand Britain today need an understanding of its colonial past.

[Sir Peter Bottomley (Worthing West) (Con)]

I am very glad that my right hon. Friend has brought this subject to the House and I would normally speak if I could, but I spoke yesterday so I will not. Can she confirm that when slavery was abolished, compensation did not go to those who had been enslaved, but to the owners?

[Theresa Villiers]

I can confirm that, and it is astonishing, by the standards of our own values, that that was the decision that was made, and even more astonishing that the Government were still paying off that debt in 2015. I do not think there are any words to describe the devastation of the impact that the slave trade had.

[Jim Shannon (Strangford) (DUP)]

I congratulate the right hon. Lady on bringing this subject forward for debate; it is certainly timely. Does she not agree that history must be told in its entirety and factually, and not to fit any changing narrative; and that we can and must learn from all periods of history, whether it is dressed up prettily or is just the ugly truth? Educating our people should and must happen; I believe that is the way forward.

[Theresa Villiers]

I do agree with that, and of course, coming as the hon. Gentleman does from Northern Ireland, he understands the emotional resonance that the history of controversial events in our past still has. I know that he and colleagues in the Northern Ireland devolved institutions have worked hard to try to ensure that this decade of very sensitive and politically charged centenaries has passed off peacefully. I very much hope that that continues as we move towards the centenary of partition and the creation of Northern Ireland and the Irish Free State. It is a reminder of how history is so relevant to our outlook on so many issues today, whether that is the subject of this evening’s debate or those centenaries in Northern Ireland.

We also need to understand that the racism and injustice that black and other ethnic minorities were subjected to in this country’s history was pervasive; it was often violent; it lasted for centuries; and its legacy continues to have an impact today. Even a cursory understanding of black history provides a reminder that the values that we are rightly proud to espouse in this country—that everyone should be entitled to equal concern and respect, whatever their ethnicity and from wherever their ancestors might have come—were the result of very long, and sometimes very bitter, struggles, and that many steps forward were strongly opposed at the time, including in Parliament.

The time available for this debate does not enable us to do any kind of justice to the richness of the story of the lives of black British people over so many hundreds of years.

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

Does my right hon. Friend welcome the fact, as I do, that when we look at the guidance that was published by the Department for Education on the inclusion of black history within the wider context of the curriculum, we see that it sets out an expectation for schools that the complexity and richness and the dark side of these different campaigns that have been run, which my right hon. Friend has highlighted in her speech, are explored, and that that is done in a way that reflects the local context of the school, the children who are hearing about it and the heritage from which they come, and also the knowledge and expertise of teachers as to how that can be set in the wider context both of the community and of events of today?

--- Later in debate ---

[Theresa Villiers]

I do welcome that, and I very much look forward to the Minister’s exploring those issues in more detail. I particularly agree with my hon. Friend that in looking at black history, yes, we need to focus on the injustice and the dark episode of the slave trade, but we also need to celebrate the incredibly positive contribution of black and minority ethnic communities over the years.

[Taiwo Owatemi (Coventry North West) (Lab)]

Does the right hon. Lady agree that we should ensure that the regional history of black Britain, particularly those who have contributed to our proud, shared history in the west midlands, is part of the national curriculum? We should recognise how black Britain helped to build my city of Coventry into what it is today—from its manufacturing expertise to its car-building might and our enviable arts and culture.

[Theresa Villiers]

I think the hon. Lady is right. It is so important that we celebrate the phenomenally positive contribution of black British people over the centuries. Highlighting that in the classroom in the curriculum is incredibly important. That is why I am honoured to have been able to secure a debate on this really important subject today. I welcome the fact that suddenly the interest in black history has grown considerably. Who would have thought a few years ago that we would see people protesting on the streets and campaigning via those demonstrations for a better understanding of black history in the classroom? This is an opportunity for the Government to seize.

[David Simmonds]

On that point, does my right hon. Friend agree that it is particularly important that, when that history is being explored, especially with young people, we are able to do it fully in context? I represent a London constituency with more than 100 first languages and an incredible diversity of backgrounds among all my constituents, and it is important to recognise that black history is part of that wider and complex history of the United Kingdom. The local context, and ensuring that everybody appreciates the context of their background within that wider community, is important. Schools, councils and other community organisations need the flexibility to respond in a way that reflects local diversity.

[Theresa Villiers]

My hon. Friend makes a very good point. It is really important to have the flexibility for schools to reflect local circumstances. I am sure that is something that the Minister will agree on as well.

[Richard Graham (Gloucester) (Con)]

I am grateful to my right hon. Friend for hosting this debate on such a topical issue. It happens, by glorious coincidence, that the Gloucester History Festival, which I founded 10 years ago, has just started—it is our 10th anniversary. Because necessity is the mother of invention, this year the festival will be largely a virtual, digital event. For those who are particularly interested in black history, the advantage of that is that a number of events will be live-streamed and available on our website free of charge.

If my right hon. Friend does not object, I would highlight that on 13 September there will be a brilliant talk on African Europeans by Olivette Otele, and on 14 September a talk on 100 Great Black Britons by Patrick Vernon and Angelina Osbourne. Those are just two of the great talks that will highlight some of the great contributors to our own story, which involve people of all colours and all nations. If that is something that can flow through our little history festival into cities across the country, that can be stimulated to do something similar and realise that the diversity of today’s populations is an echo of contributions across the ages, we will all benefit and our children and grandchildren at schools likewise. It is such an important aspect of our story. I am grateful to my right hon. Friend.

[Theresa Villiers]

I am delighted to have been able to give my hon. Friend a platform to advertise his local festival. It is a good reminder that black history is not just for October and is not just about London—it is something that can command interest and engagement right across the country. I welcome the contributions of hon. Members who are making the point that getting more black history into the curriculum really does matter.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I am grateful to the right hon. Lady for giving way and for securing this very important debate. Does she share my concern that the content on black history currently available within the national curriculum is taught to fewer than 10% of students? It is vital that every child being taught in British schools, whatever their background and heritage, can say with pride, “Our history is British history”, and that makes reform essential. Will she join me in calling on the Minister to do what he has so far been unwilling to do, which is to meet with a group of passionate young people from my constituency who really just want to tell him why this matters so much to them?

[Theresa Villiers]

The Minister’s diary is of course a matter for him, but I very much agree that I would like to see every child in school in this country learning black history. It is an important opportunity to try to take that agenda forward, and I will certainly make that appeal to the Minister. I think that is important because I love history, and I believe that black history is a fascinating subject to study, but I also believe that every child should learn black history in the classroom so that every child growing up in this country knows that the presence of black people here is not some 20th century novelty.

Most important of all, I want more black history to be taught in the classroom because I want children from BAME communities to understand that people of colour have been a crucial part of our island story for very nearly 2,000 years. I want them to know that it was not just William Wilberforce who campaigned to abolish the slave trade, but such people as Olaudah Equiano, who had themselves been enslaved but who achieved freedom, fame and success against incredible odds and adversity. I want them to know about Ignatius Sancho, who in 1782 was the first black writer in prose to be published in this country. I want them to know about Tom Molineaux, the boxer and former slave who should have been the England heavyweight champion in 1810, if he had not been unfairly robbed of the title by an underhand trick. I want them to know about John Kent, who became the first black police officer as far back as 1837. I want them to know about thousands of soldiers from Africa, the Caribbean and India who fought and died for this country in two world wars.

Taking the Indian subcontinent as just one example, 1.27 million men served in the British Army in the first world war, including in the blood-soaked killing fields of the western front and Gallipoli. More than 2.5 million men from the area now covered by India, Pakistan and Bangladesh volunteered for service in world war two, producing the largest volunteer army in history.

[David Simmonds]

I am very proud of the fact that in the predecessor constituency to the one I have the privilege of representing, William Wilberforce had his London home. He lived there when he was campaigning in this House for the abolition of slavery, although he was a Member of Parliament from Hull. He was a resident of a house called the Chestnuts. That is very much celebrated locally, but will my right hon. Friend expand on the remarks she has made about the complexity of this representation in our curriculum? The guidance covers everything from slavery as something where, in the country that is now the United Kingdom, we saw empires taking people, through to the role of Britain in the abolition of that trade. It also talks about the incredible positive contribution that so many black Britons have made throughout our history and identifies the complexity of those relationships in the context of empire; again that is strongly reflected in the guidance to schools. Does she also agree that in an incredibly diverse city like the one where we are both privileged to be Members of Parliament, the ability for teachers to take that guidance and translate it back so that those children get their education very much in context is a vital part of how our society responds to this debate today?

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I should just point out for the record that there is plenty of time and there are very few people here, and that was a very interesting intervention from the hon. Gentleman, but it was rather long and I do not want to create a precedent. There is a difference between an intervention and a mini speech.

[Theresa Villiers]

Thank you for that guidance, Madam Deputy Speaker. I welcome my hon. Friend’s point. It is important that teachers are engaged in this process and have the flexibility to explore the complexities. As he says, the history of empire is one of the most complex. There are undoubtedly gravely negative aspects of the history of colonialism but there are some positives as well, and it is important for people to be able to explore that within the history curriculum.

My outlook on life was profoundly shaped by the history that I learnt in school, and I would like to take this opportunity to thank two inspirational teachers—Valerie St Johnston and Gillian Blyth—who taught me. My study of history has greatly influenced the way I think, the way I write, and the way I analyse problems and challenges. I very much doubt that I would have achieved the political office that I have been privileged to hold were it not for the rigorous intellectual grounding that those two very gifted teachers gave to me.

I can well understand why changes to the history curriculum have been a key demand from many who took to the streets earlier this year to protest about inequality and racism, or who took time to email their Member of Parliament. In diverse, complex, multi-ethnic Britain, we need far more people to understand that we have a diverse, complex, multi-ethnic past. It is not possible to understand modern Britain without an understanding of its past. As the eminent US historian, David McCullough, put it:

“History is who we are and why we are the way we are”,

and as Marcus Garvey once said:

“A people without the knowledge of their past history, origin and culture is like a tree without roots.”

I call on the Minister to announce plans to give black history a much more prominent place in the school curriculum. I call on him to embrace the enthusiasm that we have seen on our streets for the study of black history, so that we can give future generations a better knowledge and understanding of how we came to be the nation that we are today.