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Bulletin 2003 RUNNYMEDE’S QUARTERLY No. 334 JUNE Bulletin 2003 RUNNYMEDE’S QUARTERLY A spring launch for Complementing Teachers On the 1st of May Complementing Teachers: A Practical Guide to Promoting Race Equality in Schools, was appropriately launched at the Institute of Education, London. Jagdish Gundara at the IoE’s International Centre for Intercultural Studies hosted the event, which was attended by guests that included many of the contributors to the publication.The Runnymede Team was out in force and Granada Learning, the publishers, were well represented.The highlight of the launch was provided by pupils from Rockmount Primary School, Upper Norwood who, under the guidance of school staff and with the unplanned participation of some of the guests, played out an exercise from the Key Stage 1 lesson ‘Staying Afloat’. (We can confidently report that no adults were harmed in the process.) Jagdish Gundara speaks at the launch event; and Rockmount Primary pupils are pictured with Runnymede and Rockmount staff (L–R): Michelynn Laflèche, Nicola Rollock, Elizabeth Mazzola (Rockmount’s Head), Rob Berkeley and Paul Thomas (Rockmount’s Deputy Head). ISSN: 1476-363X RUNNYMEDE’S QUARTERLY BULLETIN JUNE 2003 1 Introduction to the launch from Michelynn Laflèche At the launch of Complementing Teachers, after welcoming environment in which all children realise their full potential and everyone to an event it was an honour for us to be are able to relate to each other in a spirit of equality and mutual holding, Runnymede’s Director Michelynn Laflèche respect. It involves appropriate changes in the curriculum, expressed warm thanks to our hosts at the Institute of methods of teaching, organisation of the school, and its overall Education. Jagdish Gundara and the International discipline and ethos … if followed widely, its recommendations Centre for Intercultural Studies had been kind should help make the UK a cohesive and relaxed enough to find both time and space for the event at multicultural society. the Institute, and our publishers, Granada Learning, had catered the evening, and had also given us much Michelynn also spoke of how the impetus of the support and encouragement in bringing the project work carried out around Complementing Teachers to fruition. is going to be maintained: Celebrating the book itself, which has been In terms of the future, it is not our intention almost 2 years in the making and involved simply to launch this book and leave it.We over 80 contributors, many of them practising are now developing a seminar series that will teachers, Michelynn said: be appropriate for INSET training to help It is a great achievement in our view – trying schools and teachers get the most out of this to coordinate the work for this publication has handbook.The pilot series, being created and run in been a challenging and an invigorating process, but collaboration with NASUWT, will be launched before we are sure that it is this kind of collaboration that produces the end of this term. By September 2003 we will have a the best work and we are honoured that so many of you well-developed seminar that we will be happy to roll out to were willing to work with us on this project. any school and/or group of teachers, youth workers or other Complementing Teachers was created: educationists interested in looking more closely at how to 1. to update and replace an earlier Runnymede use this book. Nicola is leading on that, so do contact her at publication, Equality Assurance in Schools; the Runnymede offices. 2. to respond to one of the recommendations of the Parekh Report on the Future of Multi-Ethnic In her closing remarks Michelynn acknowledged the help of Britain; Runnymede’s funders: 3. to help schools meet the requirements of the RRAA Runnymede is an independent organisation and relies on the 2000; generosity of its funders and supporters.We could not have 4. and to help schools plan and deliver an inclusive accomplished this work without them. In particular, for this curriculum. project we received support from BCT, PHF and NASUWT, It promotes education and achievement for all, particularly and I should like to acknowledge them here. those who traditionally have been excluded from or marginalised in some mainstream educational establishments. Also speaking at the launch of Complementing Teachers, Nicola It is also intended to help all pupils prepare for life in a Rollock said: culturally diverse society. I joined Runnymede at the end of 2001 to take up this project The practical issue of promoting race equality through the that had been initiated by Linda Appiah during her time at curriculum is challenging but it is clearly important both Runnymede.Working on Complementing Teachers has not only legally and morally, and there is no absolute way in which to given me a first-hand insight into the world of book design, achieve this.Through this handbook, we have tried to publishing and marketing but has supported my own doctoral provide teachers and education practitioners with examples research, also in the area of education and race equality. across all areas of the curriculum as a starting point from The book as it stands here today is a result of the hard work which to explore the key issues of excellence, citizenship and and commitment of many people. I would in particular like identity to promote equality. to thank the teachers involved in the writing of Section B of Indeed, these four concepts were the starting point for us the book who spent considerable time researching their and what we hope we have achieved is to weave them contributions. I would also like to thank those listed below through the examples we, collectively that is, have provided for their input and support throughout. in this text. Complementing Teachers advocates a curriculum which: • E = prioritises equality of opportunity and access Steering Committee: Kate Gavron, Runnymede Trustee • e = ensures excellence for all Steve Brace, (then) Commonwealth Institute • i = supports the development of cultural and John Brown, QCA personal identities Sonja Hall, CRE • C = prepares pupils for citizenship Chris Henshaw, Barnet LEA Of course this handbook was not created in isolation. Rashida Sharif, (then) OFSTED There are educationists and practitioners who have made Additional Support to the Steering Committee: invaluable contributions to promoting race equality over Linda Appiah, Lewisham LEA more than three decades – and many of them are here Ros Spry, Runnymede’s Publications Editor tonight! And Runnymede itself, in 1993, published Equality Editorial group: General thanks to those who worked closely with us and to all the Assurance in Schools, a source from which Complementing writing teams (see p. 195 of the book). Teachers has been able to draw inspiration in order to create The team at Granada Learning and Letts Educational: new material for the 2000s. Nigel Ward, Managing Director, Granada Learning Our new handbook is intended to build on this rich Andrew Thraves, Publishing Director Schools, Letts Educational history to promote race equality and to ensure that it Sally Moon and her team at Sally Moon Publishing Services penetrates to the core of all classroom practice.As Professor Rebecca Jones, Marketing at Granada Learning Parekh, Chair of the Commission on the Future of Multi- Catherine Lane, Press/PR at Granada Learning Ethnic Britain, says in his foreword to Complementing Teachers: At Runnymede: Promoting race equality is not just a question of removing Rob Berkeley, Filiz Caran, Sarah Isal, Qaisra Khan (Michelynn, Ros and Kate already mentioned above) obvious forms of discrimination but also of creating an 2 RUNNYMEDE’S QUARTERLY BULLETIN JUNE 2003 Welcoming a whole new resource On May Day, at the Institute of Education, London, the much-awaited launch took place for Complementing Teachers: A Practical Guide to Promoting Race Equality in Schools.This event was seen as the welcome culmination of 2 years of ongoing work from a wealth of experts in the LAUNCH OF fields of education and race equality. Nicola Rollock recounts the COMPLEMENTING book’s history and looks to the future of this new publication for TEACHERS the classroom. 1 Equality Assurance Background to the book Gavron). This group made final to the in Schools: Quality, Complementing Teachers was editorial decisions regarding the overall Identity, Society – a written to replace Runnymede’s book and its content. It met at appearance and design of the handbook for successful Equality Assurance in least every 3 months and new publication.The aim was for action planning and Schools.1 Significantly, many of the maintained regular email contact an accessible, photocopy-friendly school effectiveness, issues regarding identity, society to offer ongoing advice and publication that teachers would to give the book and quality advocated in Equality support. be able to pick up and use its full title, was Assurance remain relevant today. The Editorial Teacher group was frequently, with a CD-Rom originally published However, the numerous and made up of a set of professionals attached to enable teachers in 1993, and crucial amendments to the Race (practising teachers and within a school to download reprinted six times Relations Act brought about as a academics) who led the writing given pages at their convenience. in its lifetime. result of the inquiry into the for their subject area of Runnymede worked closely murder of Stephen Lawrence, specialism. This is represented by with Sally Moon, of Sally Moon along with developments in Section B of the new publication. Publishing Services, to address Education legislation, meant that Runnymede’s June 2002 Bulletin each of the aforementioned extensive changes needed to be provides an account of the issues in relation to the colour, made to a publication now a writing day held in April of the font size and text layout of the decade old.
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