Official anti-white racism in British schools promoting resentment

White children living in mixed-race communities feel as marginalised and uncertain of their British identity as ethnic minorities, a controversial government report has found. A review of citizenship lessons in schools by Sir Keith Ajegbo, a Home Office adviser, concludes that white children are suffering “labelling and discrimination” that is severely compromising their idea of being British. His review will suggest that while most people assume issues about diversity or “cultural and community cohesion” centred on the black or Asian communities, just as much thought and resources need to be put into providing diversity education to white pupils.

White pupils in areas where the ethnic composition is mixed can often suffer labelling and discrimination, Sir Keith will say. “They can feel beleaguered and marginalised, finding their own identities under threat as much as minority ethnic children might not have theirs recognised. “It makes no sense in our report to focus on minority ethnic pupils without trying to address and understand the issues for white pupils. It is these white pupils whose attitudes are overwhelmingly important in creating community cohesion. Nor is there any advantage in creating confidence in minority ethnic pupils if it leaves white pupils feeling disenfranchised and resentful.”

The report will quote the example of one white pupil in her early teens who, after hearing in a lesson that other members of her class originally came from the Congo, Portugal, Trinidad and Poland, said that she “came from nowhere”. These issues were important in white schools as much as schools with a mixed race intake, the report will say. “Even though the white population who live in predominantly white areas might be removed from the immediate personal experience of ethnic diversity, it is still likely to be an issue for them because they encounter diversity through media representations.”

Sir Keith’s report is based on interviews with pupils, community organisations and faith groups across the country about what they thought of citizenship lessons. It was commissioned last year after the bombings of July 7, 2005, amid fears that extremism was rife in universities. It is expected to recommend that citizenship lessons focus on teaching what it means to be British, along with an understanding of values such as tolerance and justice.

Alan Johnson, the Education Secretary, who will publish the Ajegbo review tomorrow, agrees that many white working-class children have negative perceptions of their British identity. He is likely to accept that more support is needed for predominantly white schools to support a wider understanding of diversity.

While the spectre of white marginalisation is regarded as an increasingly pressing issue, governments have been cautious of tackling it head-on for fear of being accused of racism. Trevor Phillips, the chairman of the Commission for Equality and Human Rights, said last night that he had long regarded this as a crucial issue. He highlighted a recent speech in which he gave warning that the “perception of inequality” existed among white as well as non-white populations. “Many of the white working class people who vote for the BNP sincerely believe that it is their colour that means that they are poor, or that their sons are failing at school, or that the council gives everything going to the Asians. “Not all of this is imagined. All the recent evidence shows that inequality based on race and faith is polarising our communities,” he said in the address last November.

Ian Duncan Smith, the former Tory leader, welcomed Sir Keith’s findings, adding that it was about time the Government woke up to the issue. “For some white working-class boys, it appears to them that everybody else but them has somebody who worries about them. They feel they are at the bottom,” he said. “The issues that affect white working-class boys are the same as those that affect Afro-Caribbean boys.”

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West Australia scraps most of proposed "postmodernist" education system

Far-Leftist education "experts" rebuffed after public protests

The Western Australian Government has essentially abandoned most of its controversial Outcomes-Based Education (OBE) system in a major overhaul. OBE faced strong opposition from teachers and parents last year but the Government refused to back down, insisting many elements of the system would be introduced this year. But today, new Education Minister Mark McGowan said teachers would be allowed to assess year 11 and 12 students using traditional marks and grades, rather than levels and bands.

Other changes include the introduction of compulsory exams for all year 12 students, except those doing trade certificates. Teacher juries will be established to review 50 new courses for senior school and a new syllabus will be created for kindergarten to year 10 by the end of the year. The new mathematics course will be deferred until 2009.

Mr McGowan is expecting overwhelming support from teachers. "I don't see that there has been a great deal of wastefulness," he said. "What we've done is listened to where there needs to be some change and we've made those changes... "The key aims of what I've taken to the Curriculum Council are to give teachers a greater say over courses because they know what works best in the classroom, and I have great faith in the capacity and ability of teachers."

Association of Independent Schools spokeswoman Audrey Jackson says the changes to the education system are sensible. "Although it sounds as though it's a wholesale change, it's not, in terms of the way that teachers will teach and what they will teach," she said. "That hasn't changed, so I don't see the timetable as being a problem."

Catholic Education Office spokesman Ron Dullard says the overhaul is a marked improvement and will reduces the strain on teachers, parents and students. "If the parents and the teachers aren't working together and happy with it, the students can't do the job that they need to do," he said. "So I certainly think that it's in everybody's interest that we do this."

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"

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