A former secondary school history teacher, Shabana Marshall is now senior lecturer at a London University, working in teacher education, with a research interest in decolonising our school’s curricula. She also works in Holocaust education as part of her ongoing commitment to raise awareness of the dangers of prejudice and hatred in society. Being a British-Muslim woman of Pakistani/Indian origin, Shabana has lived experience of racism and anti-Muslim hatred in the UK. She strongly believes in the transformative potential of education in addressing social injustice in society.
In an interview with Asian Voice, Shabana Marshall addressed the debate around racism, diversity and inclusion.
As an academic, what is your observation among students about their understanding of diversity and inclusion?
Following the murder of George Floyd in America, and the subsequent increased awareness of race issues raised by the #BlackLivesMatter movement, students and colleagues have sought to better understand the specificity of racism and how it can permeate all aspects of society, including education. In my context, this has led to increased opportunity for dialogue on issues of race and equality, and the introduction of modules and resources that seek to improve our racial literacy. Whilst all protected characteristics within the diversity and inclusion umbrella remain an important consideration, there is a greater awareness of the need to recognise and address the particular challenges facing students of colour within our education system. As my students are themselves teachers and educators, they have an important role to play in addressing inequalities experienced by their students on the grounds of race.
How much of racism, inequality and lack of cultural tolerance is determined by gender?
It is well documented that boys from BME backgrounds, particularly those from Black Caribbean and Bangladeshi communities, tend to achieve lower grades than their female counterparts. Black boys are also disproportionately excluded from main-stream education, raising important questions as to the extent to which institutional racism plays a part in how these young people are perceived and marginalised. The deficit view of these boys and their families serves to further perpetuate the inequalities they experience, limiting their educational outcomes.
Do you think Britons must learn more about their colonial past than they do now?
Absolutely! A fuller understanding of Britain’s past is essential towards recognising the many ways in which people of the empire helped create modern Britain, contributing to its stability and its prosperity. For example, approximately 1.4 million soldiers from the Indian subcontinent fought for the British army in World War 1, a number that exceeds troops from Scotland, Ireland and Wales combined! This should be built into our country’s national memory, rather than being treated as a footnote to history. And as architects of the Partition, British leaders played a central role in the trauma, shifting borders and identities experienced by people of the Indian subcontinent. Therefore, this country’s history is inextricably linked to those of the former colonies and should be a key part of the history curriculum.
Do you think racism is internally practiced or nurtured within South Asian households?
This is an interesting question. Growing up in a Pakistani household, I was more aware of colourism, with girls like myself taught to aspire to having ‘fair’ skin by our mothers. This jarred with me, especially as white racists in the street abused me on the grounds of my skin colour, resulting in an overall message that lighter/whiter skin is better. This view was internalised, and I have spent my whole life actively seeking to combat the colourism within me, conscious that this is one of the many colonial legacies that BME people live with. However, I was also taught the importance of allyship by my father, who stressed the importance of standing with our Black sisters and brothers with whom we shared experiences of racism. In this respect boxer and anti-racist Mohammed Ali was an influential role model. He visited our local mosque in Newcastle in the 1970’s and was greeted like family by the whole Pakistani community, it’s a wonderful and enduring memory.
What role can men play in combating racism and lack of inclusion?
Men and women have worked together on many occasions to address inequalities on the grounds of race and gender. As seen in the activism of groups such as the Southall Youth Movement and the Sari Squad in the 1980s, a shared purpose in addressing racism and inequality can help towards affecting change for the better. It’s also important to recognise the intersectional nature of racism experienced by women of colour, and by standing alongside women and supporting their struggles for equality, men can prove themselves to be good allies working to shape a better and more equitable future for all.
