Implementing inclusion: The ‘what’, ‘why’ and ‘how soon’?

The Black Lives Matter movement has brought to the forefront Britain's own colonial history, and how it has been presented to students in schools. Subjects from the humanities through to representation in STEM subjects are coming under fire as Eurocentric - marginalising and ignoring crucial figures, details and opportunities for a wider conversation with students from all Black, Asian, and minority ethnic (BAME) backgrounds. The school teacher workforce census (DfE, 2020) presented 85.9 per cent of all teachers in state-funded schools in England as White British, with only 2.2 per cent of teachers being Black. Could this mean that they will be more inclined to maintain the cultural reproduction of White-British history for teaching and learning in schools and classrooms? This certainly raises questions around the idea of unconscious bias. As Elizabeth Charles argues, 'being aware of our unconscious bias and acting on this also impacts not just teaching and the resources used, but m