Mix-d:Conference Report... Debate, consult and fact-find about the UK’s fastest growing population

An opportunity for mix-d students from Nottinghamshire to inform policy makers.

What: Mixed Race ConferenceWhen: Wednesday 27th Feb 2008Where: Colwick Race Course

Contact details:Bradley Lincoln - 07950 259 519 Bradley@multipleheritage.co.uk

Mix-d

Conference

Nottinghamshire

County Council

27th February 2008

YOUNG PEOPLE’S

REPORT

3

The Mix-d Concept

Mix-d is something you feel or you don’t. Mix-d describes a day to day lived

experience in which who you are, or what you are, may be questioned.

Everyone likes to grow up knowing where they have come from, but in the real

world things often end up being a bit more confusing.

The role of the Multiple Heritage Project involves work with young people who

want to know if other individuals experience any of the following:

• Feeling pulled in different directions, expected to choose one cultural lifestyle

over another• Feeling you have too little understanding of both parent backgrounds• Being accused of not being Black/White/Asian enough

However, you may also be completely comfortable with your identity and feel you

have a positive contribution to make to this important discussion.

Mix-d people are one of the UK’s fastest growing ethnic minority groups. The

Multiple Heritage Project tackles issues which are important to this group.

The mix-d concept aims to capture the unique experiences of an ever-growing

number of individuals in the UK who seek a place where they can discuss issues

related to their mix-d backgrounds.

Mix-d people say they don’t want to be seen as victims or attention-seekers.

Instead, they simply want to affirm a positive self-identity.

Many such conversations have traditionally met with awkwardness, been ignored

or trivialised in the public arena.

The mix-d concept is not about keeping old arguments alive. The work of the

Multiple Heritage Project is a contribution to an ongoing discussion and a space for

people from mix-d backgrounds to have a voice and share their points of view.

4

Why a Conference for Mix-d Young People is a Great Idea.

My Father is Black Caribbean of Jamaican Heritage and my mother is White British. When I was younger I had an experience that went something like this….

My parents split up when I was quite young and I would visit my Dad at weekends and take holidays with him and his second family. During one holiday I was called names and got into a fight with some boys. After the fight my Dad asked what all the fuss was about. I told him the boys had called me a “nigger” and “blackie”. He responded by saying: “…Well, you are not Black, so what are you worrying about”? This statement left me feeling slightly confused but I soon pushed the incident to the back of my mind. A similar experience happened a few months later when I was at home with my mother. I got into another argument with some boys and they made similar racist remarks. I told my Mum and she said: “Tell them you’re Black and proud.” This again left me feeling a little confused, yet able to recognise that my parents’ ‘monoheritage’ perspective was very different to my own ‘mixed heritage’.

On reflection, I can see this moment in my life representing a sense of ‘nowhereness’ – a feeling of not completely fitting in or belonging. So, I looked to my teachers to demystify some of what troubled me and tried to

find a place of ‘somewhereness’ – a place where I belonged and was represented – only to discover that mix-d people were invisible within the curriculum local and national policy or negatively stereotyped. Eventually, I decided that it was important to give myself permission to create my own sense of ‘groundedness’ which is about having confidence in my ‘mixedness’ and pride in being mix-d, despite the fact some people may never, ever appreciate that confidence. There may be many young people across the country who have had similar experiences to me. But actually, whether the story is the same or different, it doesn’t really matter. The important thing is that the ‘lived’ experience of mix-d young people is heard, listened to and understood. With an older and slightly wiser head on, I am now able to see my ‘confusion’ during those tender and vulnerable years as not being mine, but a condition that was imposed on me by others.

Platforms like this conference for mix-d young people are crucial for a number of reasons. For example, young people who are mix-d tend to be subsumed under a ‘Black identity’ where their specific concerns are rarely raised. They are often forced to choose one racial identity at the exclusion of another. Mix-d young people tell me they no longer want to be ignored and whilst their cultural heritage is only a part of who they actually are, it is still significant. They see their ‘mixedness’ as being ‘just normal’ and want services for young people to find a balance between being invisible and being stereotyped

I believe that this first Young People’s Mix-d Conference for Nottinghamshire has already begun to fashion this movement and I continue to meet many people across the country who encourage my efforts to make a difference. In any case, the energy and vibrancy with which the young people approach this subject motivates my work on the Project to the highest degree. It is to them that I am greatly indebted and why I continue to document their ‘journeys’ from a place of ‘nowhereness’ through to ‘groundedness’. Bradley Lincoln, Project Manager

Founder of Multiple Heritage Project

5

OUR CONFERENCE DAY

Over 50 mix-d young people attended the event held at Colwick Racecourse in Nottingham on 27th February 2008. It brought together young people aged between 13 – 16 years from five different secondary schools and colleges in Nottinghamshire.

The aims of the conference were as follows:

• To encourage an open debate on mix-d issues.• To establish a sense of ‘groundedness’ in and around mix-d issues.• To make recommendations to schools, local authority services and central government on

mix-d issues.The aim of the day was to give you a voice and opportunity to update professionals, peers and academics on your experiences of being mix-d.

The conference was opened by Sarah Lee (Head of the Nottinghamshire County Council’s Ethnic Minority Achievement Service) who reminded everyone present that this was indeed a landmark event and a space for mix-d young people to have their voices heard. The title of her brief address was: “You are making history, but you’re still the future.”

Project Manager, Bradley Lincoln then spoke about ‘his journey’ from ‘nowhereness’ to ‘somewhereness’ to eventually launching the Project and establishing a sense of ‘groundedness’. He aims to capture some of the optimism he now sees in today’s mix-d youth as a means to encourage others who have had similar experiences to his own.

It was great fun testing people’s knowledge of mix-d issues and attendees openly admitted that many of the answers were surprising to them. The main conference activities were workshops that had been themed and designed by Youth Facilitators.

The morning workshops – in mixed school groups - were led by a Youth Facilitator and a Scribe with experience in this area of work. Each Scribe carefully noted the thoughts and opinions of the young people in relation to the mix-d issues that were raised. In the afternoon workshop, the young people were organised into their school groups and they devised an action plan for improvement on mix-d issues in their school. The workshops concluded with each group feeding back their points for action to the entire group of young people.

Students gathering before workshops

6

MIX-D FINDINGS:WHAT YOU HAD TO SAY

Positives and Negatives

Some of you felt proud and positive about your mix-d identity being highlighted and some of you said it made you feel uncomfortable. There were a number of things that you thought were positive about being mix-d. The most common one mentioned was the ability to move between more than one culture.

“I have been called a ‘peace child’ because I come from two cultures.”

“I see myself as the best of both.”

“You can pick the best things and see from others’ points of view – not just one.”

However, the mix-d experience was not always positive.

“My white side (of the family) stopped talking to my family because my mother’s partner is black.”

“We experience racism within the family.”

Most of you felt that the racism was the worst thing about being mix-d.

“My mum gets called nigger-lover all the time and it makes me angry

“If you don’t have inner strength, it’s hard [racism] and can crush you.”

When you were asked how negative opinions could be challenged most of you thought that opportunities to have your voices heard (like the conference) were prime examples. You felt that other occasions where this could happen were school assemblies and one-off special days where you looked at different cultures as well as regular opportunities being included in Personal, Social and Health Education lessons.

Students from Nottinghamshire schools devloping a school action plan

7

Pressure to Choose

The pressure to choose an exclusive identity (be it black, white or something else) came up a lot in your discussions.

“People want me to say that I am either black or white.”

“People are trying to prove who is the better race.”

“Sometimes you can be torn between two races.”

“You lean to one colour to fit in.”

“I class myself as white when I’m with my mum, but Asian with my dad.”

“Sometimes I am told ‘stop being black!’”

“There’s sometimes pressure on me to be a Muslim….like my granddad.”

For some of you being mix-d felt very comfortable most of the time.

“I can experience both cultures and I get the best of both cultures.”

“My dad’s mixed race and loads of my cousins are, so I’ve always known who I am.” “I am who I am. Take me or leave me.” “I’m happy with what I get from both sides.”

Some of you described feeling uncomfortable when you were younger.

“My mum told me I was black, but my dad said I was black and white like him. It made me confused at first.”

“I told my mum that I wanted to be white like her. She told me my dad was black and explained. Now I feel okay.”

Many of you who are black/white felt that the pressure to be ‘black’ was strongest from your peers and some of your parents.

“I have been told I don’t dress black enough!”

“People expect you to be more prominent in your blackness and forget you got white in you.”

Many of you expressed concern at the ‘confused label’ being directed towards mix-d people and stressed that people feeling puzzled about issues of identity was not an exclusively mix-d experience – especially for young people.

“Everyone can get confused about their identity regardless if you’re mixed race.”

Nottinghamshire student.

8

Stereotyping

Some of you stressed the pressure you felt you were under to conform to stereotypes.

“There are certain stereotypes that we are expected to fit into.”

Others of you felt able to resist that pressure:

“We need to realise that we do not have to fit the stereotype…we can be different”

“You can have your own ideas about who you are.”

“As you get older you have to…..take on your own ideas about who you are.”

Cultural stereotyping often left you feeling annoyed:

“Being half-caste only talks about half the story” “People stereotype the music you listen to; I like all sorts of music – not just R ‘n’ B and Hip Hop!”

“My dad is a Buddhist, but people assume he is a Rastafarian or a Christian.”

“As I’m part Asian, people expect me to be in a sari.”

“People say I’m the whitest black person they know…..makes me angry.”

“It seems that when you’re black or mixed, you can only be famous for sport, music or entertainment – not inventing something.”

The stereotypes referred to were usually negative:

“Mixed race is described as someone who does not listen in class; only listens to music.”

“People follow you in a shop. They think you’re going to nick something.” “We’re seen as troublemakers.”

“People are surprised that I am intelligent.”

Students working with youth facilitator in mixed school group.

9

“People have low expectations, but assume you can do sports well.”

“I’m automatically seen as a person who will do something wrong.”

Some of you said that you challenged stereotyping by your actions:

“I do positive things like picking up the litter off the bus to show the bus driver I’m not what he thinks.”

“I try to be polite to adults and to break down the stereotypes.”

And whilst others of you may not actively challenge in the same way, you had developed coping mechanisms:

“I try not to get angry.”

“I pretend to let it go over me…..but it’s still there.”

However, this was also difficult when,

“Sometimes criticism makes you not want to try.”

Just like the different methods you chose to deal with stereotyping, most of you felt that being mix-d meant many different things at the same time. It meant nationality, heritage, religion, culture, colour, race, background, ancestry but the general consensus was it was down to the individual to find a place where they felt comfortable. And many of you appear to have already done so:

“I am interested in my culture and heritage.”

“I would rather be me than anyone else.”

What was inspiring in your conversations, is that you recognised the individual responsibility despite the hardship and obstacles you often face. And whilst being mix-d is not just about difficulty, the hard times some of you had already faced meant you were in a position to give sound advice to your peers.

“It is up to us to be who we are and to start being successful.”

Nottinghamshire student.

10

CONCLUSION

Several of you admitted that you were not sure if the conference was going to be useful or enjoyable but were pleasantly surprised at how much you got out of the day. You said you enjoyed being treated like adults and appreciated being given ‘a voice’ that was taken seriously.

“It’s been good to express what we feel.”

“We talked about things that relate to us.”

You, apparently, found a day to reflect on what you considered important an invaluable opportunity.

For some of you it was the first time you were given space to discuss what it is like to be mix-d, make sense of your invisibility and acknowledge how to become visible again. You said you enjoyed meeting new people and thought that a consultation exercise such as this one should be carried out for other mix-d young people. Many of you felt that support like this in school was crucial, so you had a space to say what was bothering you.

One of the facts that surprised some of you on the day was that according to official census data mix-d people are one of the fastest growing ethnic minority groups in the country. We are talking about a very youthful and diverse group of people. 55% of Mixed Race people are under the age of 16* and whilst some young people in this group get good results at GCSE (ie 5+ A*-C) others do not do as well, despite starting school achieving similar or better results to other ethnic groups.

There is clearly work to be done with schools and other agencies on this issue, but as a young mix-d person what are you doing to help yourself? Are you making plans and working had to achieve them? Are you giving yourself permission to be the best you can be?

Step up to the challenge, take responsibility and put your words into action!

* Office for National Statistics, 2006

11

SCHOOL

ACTION

PLANS

SCHOOL: A

GOAL:

More black teaching staff reflecting different cultures

WHAT:

• Interview potential staff

• Develop job descriptions

WHEN: WHO:

Student Council & someone in power/with influence

GOAL:

Make food from different cultures

WHAT:

Teach schools how to prepare different food

WHEN:

Themed weeks eg ChineseWHO:

Staff

GOAL:

More ‘black history’ activities

12

WHAT:

• Teach more depth and be integral to all subjects ie not just for two weeks

• Use different topics

• Fundraising

• More information on black events

WHEN:

Throughout school yearWHO:

History teachers

GOAL:

Develop new school rules

WHAT:

• Education and awareness/raise acceptable and unacceptable behaviour

WHEN: WHO:

School Council

GOAL:

Teachers to attend event like Multiple Heritage conference

WHAT:

• Event like conference

• Quiz

• Communication opportunity

WHEN: WHO:

School staff

GOAL:

Funding Multiple Heritage Conference

13

WHAT:

• Put on own workshops for teachers and students – senior leadership team to start with – collect £2 per student during registration

• Cover great achievements of dual heritage people throughout history

• Assembly to each year on issues, positive data, role play – What is mixed race? Terminology. Conference. Racist incidents. Personal Experiences

WHEN:

Non-uniform day: every year(Next half-term after Easter break)

End-of-term days

WHO:

Students: Tamara, Sami, Freya to see H/teacher

Each person take one area- science- sports- history

Mrs Dessai

Mr Sohol

School Council

GOAL:

Plan PSHE lesson to raise dual heritage issues

WHAT:

• Research what should be included

• Talk to teachers about what we want them to deliver

• Put quiz together

• Booklet including information about – famous dual heritage figures, statistics and terminology

WHEN: WHO:

Group of students

14

SCHOOL: B

GOAL:

To raise awareness of pupils & teachers

WHAT:

• Research statistics eg fastest growing, biggest group

• Make appointment & take information

• Set dates for assembly

• Set Planning dates – after school (Weds 2.45-3.15, 05.03.08, every other week) venue: library

• Make a question box: piece of paper on every chair foe each person to write question/query for box

• Assembly: Slide show presentation to include:

- What is mixed race?- Appropriate terminology- Details of conference- Personal Experiences- How to deal with racist

name-calling

WHEN:

Soon (tomorrow)

Mornings: 1 assembly per year group

WHO:

Students to see HoY or H/teacher

Mahalia

8 students (Yr 10 & 9)

Mahalia & Alex ( Dani to help)

15

SCHOOL: C

GOAL:

To raise awareness of being mixed race for teachers

WHAT:

• Have a discussion about being mixed race with teacher

• Assembly: Positive images of famous, successful people (Notts & UK) role models

WHEN:

Next teacher-training day

Planning meeting this PSHE Tues/Thurs – 2nd April

WHO:

Students & Miss Gilles

Greg with ideas from Joseph, Sam, Paige, Rihannah, Jake, Abbie, Reva, Shakila

16

SCHOOL: D

GOAL:

Review statistics on mixed race

WHAT:

• Look at statistics

• Groups of young people

• Workshops for teachers - questionnaire

WHEN: WHO:

Headteachers

GOAL:

A school presentation on

mixed race

WHAT:

• Presentation to stop racism – find out what people think – what does it mean to be mixed race – our experience – what issues we face

WHEN:

• WHO:

Group of young people

GOAL:

Developing workshops on mixed race

WHAT:

• Activities around Black History Month

• Questionnaire

• Lessons

• Presentation to teachers

WHEN:

WHO:

Teachers/young people/students

17

The aim of the following exercise is for individuals or organisations to reflect on their own current

activities related to issues of Mixed Race. This personalises the action that needs to be taken by all

parties involved in improving outcomes for young people of Mixed Race and the individual or

organisation in arriving at a unique list of recommendations. Where more than one person is

involved (eg parents/carers/schools) it is important to ask some hard questions and have a discussion

about the issues raised in this reflection exercise.

TIME TO REFLECT: TIME TO ACT

MIXED RACE YOUNG PEOPLE ALWAYS MOSTLY SOMETIMES NEVER

I make an effort to find out about icons of

Mixed Race and their ‘journeys’ to individual

success.

I try to find out about icons of Mixed Race who

are famous for more than sports and

entertainment.

I take responsibility for my own learning.

I can resist pressure from my peers to act like I

don’t care about schoolwork.

I can confidently challenge authority where

appropriate without losing my temper.

I feel good about being a person of Mixed

Race.

I know what qualifications I need to achieve

my goals

I have a career plan and clear goals for my life

I am a good role model for other young people.

SCHOOLS ALWAYS MOSTLY SOMETIMES NEVER

We are aware of the issues affecting Mixed

Race young people in wider society

We are aware of the range of Mixed Race

identities in our school.

We deal confidently with students of Mixed

Race by supporting them where necessary.

We challenge Mixed Race students’

inappropriate behaviour.

We challenge students in a way that does not

escalate into direct confrontation and/or

exclusion.

Mixed Race students feel listened to and

understood in our school.SCHOOLS (cont) ALWAYS MOSTLY SOMETIMES NEVER

We feel confident in identifying racist

incidents.

18

Racist incidents are effectively dealt with.

We discuss issues of race and identity when we

analyse achievement data.

We survey our students to monitor levels of

satisfaction by ethnicity.

We undergo training in issues specifically

related to Black & Mixed Race achievement.

Our Race Equality Policy gives clear guidance

on appropriate terminology for students of

Mixed Race.

We use language and terminology to refer to

people of Mixed Race that is appropriate.

Mixed Race students are set by ability and not

behaviour.

Our curriculum positively reflects the lives and

aspirations of Mixed Race students.

We issue sanctions and rewards fairly and

consistently.

Students of Mixed Race are proportionately

represented in school rewards.

Images used in school reflect the diversity of

wider society.

Our School Council reflects the ethnic make-up

of wider society.

Students of Mixed Race are attaining levels on

par with the national average (for all groups).

(Recorded) exclusion rates for Mixed Race

students are proportionate.

Exclusion rates for Mixed Race students are

monitored by ‘reason’.

Mixed Race students’ ‘exclusion’ rates (where

they remain on the premises) are proportionate.

We are keen to seek the opinion of parents/

carers of Mixed Race students on issues

relating to students’ school careers.

We put strategies in place for parents of Mixed

Race young people to articulate their fears and

expectations.

LOCAL AUTHORITY ALWAYS MOSTLY SOMETIMES NEVER

We ensure training is offered to schools on

Mixed Race issues.

The EMAG Service supports and challenges

schools on Mixed Race issues (see

‘SCHOOLS’).

19

Other School Improvement Professionals

support and challenge schools on Mixed Race

issues apart from EMAG staff.

School Improvement Professionals are aware

of local levels of achievement/rates of

exclusion for Mixed Race students as set

against national ones

PARENTS & CARERS OF MIXED RACE YOUNG PEOPLE ALWAYS MOSTLY SOMETIMES NEVER

I make a point of finding out how my child is

performing at school or college.

I try to find out about icons of Mixed Race who

are famous for more than sports and

entertainment.

I challenge my child’s behaviour appropriately.

I provide academic and vocational challenges

for my child.

I can confidently challenge authority where

appropriate without losing my temper.

I am a good role model for my child.

I know what is expected of my child at his/her

school or college.

I know how to support my child with their

homework or where to go for support.

I know the correct procedures to follow if I

need to speak to someone at my child’s school

or college.

I discuss/negotiate career plans with my child.

I request that the school provides resources

reflecting Mixed Race issues.

I know what is included in my child’s

curricular or where I could find out.

I know what qualifications are necessary for

my child to achieve his/her goals.

I feel confident about attending my child’s

school or college.

If you are an individual or organisation who would like to discuss this reflection exercise,

please contact the Multiple Heritage Project.

20

The Multiple Heritage Project wishes to express

sincere thanks to the schools that supported students

in attending this event.

They were:

Rushcliffe

West Bridgford

Arnold Hill

Colonel Frank Seely

Carlton-le-willows

Many thanks to staff who accompanied students on the day.

Report prepared by Denise Williams & Bradley Lincoln

21