“People often confuses white privilege with being wealthy or being reach and it isn’t about that but what it is about is an absence to haven’t to live of the consequences of racism. “
Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism. Channel 4. (2020) The School That Tried to End Racism
As someone who grew up in Poland, the concept of white privilege was foreign to me. In my predominantly white, Eastern European environment, race was not a topic of discussion, let alone a conscious consideration in daily life. Moving to London, however, transformed my understanding of race and privilege. The diverse experiences of my friends, coupled with my own encounters with institutional systems, unveiled a world I had previously been blind to.
Hearing the term “white privilege” often triggers an internal defence mechanism, whispering that I am not privileged at all. After all, I come from a modest background, far removed from wealth or social influence. However, living in a multicultural city like London has taught me that white privilege isn’t about wealth—it’s about the absence of systemic racial disadvantages.
This realization resonates deeply with the insights presented in “Heartbreaking Moment When Kids Learn About White Privilege” from Channel 4’s “The School That Tried to End Racism.” The documentary showcases how young students grapple with understanding their societal advantages and the systemic racism faced by their peers. It’s a poignant reminder that privilege isn’t always visible to those who benefit from it.
Reflecting on my positionality, I acknowledge that despite my efforts to educate myself about racism, my perspectives are still shaped by my predominantly white upbringing. This brings to mind the crucial message in Akala’s Natives: Race and Class in the Ruins of Empire. Akala’s work provides a powerful critique of systemic racism and classism in Britain, highlighting how educational and career systems perpetuate these inequities.
In education, Akala points out the marginalization of Black and minority ethnic (BME) students through low expectations, discriminatory disciplinary practices, and a Eurocentric curriculum. This is echoed by Bradbury (2020), who discusses how assessment policies disadvantage bilingual learners by favouring monolingual English speakers. Both authors advocate for a decolonized curriculum and inclusive assessment policies that recognize and celebrate the cultural and linguistic assets of BME students.
The systemic barriers in career progression for BME individuals are equally troubling. Akala’s experiences align with Garrett’s (2024) research on racialized minority PhDs, which highlights discrimination, exclusion, and lack of mentorship in academia. These insights reveal the pervasive nature of institutional racism that limits opportunities for BME individuals, advocating for comprehensive reforms such as equitable hiring practices and targeted support systems.
Critics might argue that focusing primarily on race overlooks other intersecting factors like socioeconomic status, gender, and disability. While Akala does touch on class, a more intersectional approach could indeed enrich these analyses. Nevertheless, the critiques offered by Akala, Bradbury, and Garrett are well-justified, grounded in both personal experiences and empirical research, and they underscore the necessity of addressing systemic racism.
The positionality of the authors—Akala as a Black British man and Bradbury and Garrett as social justice-oriented academics—adds authenticity and depth to their critiques. Their perspectives emphasize the importance of diverse voices in the discourse on racial equity.
Viewing these issues through an anti-racist lens demands comprehensive reforms in both education and career systems. This involves adopting inclusive policies, decolonizing curricula, addressing discriminatory practices, implementing equitable hiring processes, and fostering inclusive workplace cultures. By doing so, we can begin to dismantle the systemic barriers that perpetuate racial inequities.
Akala’s Natives, alongside Bradbury and Garrett’s works, offers critical insights into the persistent racial and class-based inequities in education and career progression. Embracing an anti-racist approach means not only policy changes but also a cultural shift towards genuine inclusion and equity. As someone who continues to navigate and learn about these complex issues, I am committed to advocating for a society that values and uplifts all individuals, regardless of their race or background.
References:
Akala. (2018). Natives: Race and Class in the Ruins of Empire. Two Roads.
Bradbury, A. (2020). Understanding Assessment in Primary Education: Dilemmas for Policy and Practice. Routledge.
Garrett, R. (2024). Navigating Academia: Experiences of Racialized Minority PhDs. Academic Press.
Channel 4. (2020). Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism. [Video]. Channel 4. Available at: Channel 4
I appreciate your candidness in describing your realisation of white privilege, and the initial defensiveness you might have had towards the idea of it given your upbringing in Poland, where you mention that race was not a topic of discussion. While I grew up in a very multicultural city (Toronto) and was aware of racism on both an implicit and explicit scale, only later did I realise the scale of systemic racism, and the fact that I was not affected by these systemic injustices meant that I was in fact very privileged. The Inclusive Practices unit has been very enlightening in helping me look at current structures (whether they be academic or societal) through a critical and intersectional lens, to consider how they can be dismantled to ensure they work for everyone.
Your post highlights the many obstacles BAME individuals must navigate across all levels academia – from expectations, content taught and the assessment methods across years (as touched on by Akala and Bradbury), to the lack of support and representation in postgraduate study and beyond (addressed in the Garrett article). Considering what you have learned in the IP unit and the texts above, have you considered how you can address some of the racial inequalities that might exist in your own teaching practice?
Hi Mason,
Hi Mason thanks for your comment. I will definitely continue learning and confronting my own biases. Creating a safe space where students feel seen and heard is a priority for me. I will ensure that learning outcomes and assessment criteria are clearly explained so all students understand the goals. Additionally, I am committed to supporting and mentoring students. Fingers crossed, I’m heading in the right direction!