Decolonizing the UK School System from Whiteness…by Colonizing It with Blackness Instead

2,976 words

Guess what Great Britain’s National Education Union (NEU) might be? That’s right, it’s the main national educational union for teachers in Great Britain. The odd thing is, though, for a supposedly “national” organization, it does not appear very much to believe in the validity of the existence of the British nation state at all, at least not as a continuing homeland for the British people.

The NEU is led by a man named Daniel Kebede, who, it will shock you to the very core to learn, is black (or at least mixed-race, white British mother and black African father). He is also, by most accounts, a Marxist, and wholly unashamed of the fact, which really tells you all you need to know about him. [1]

The ironic thing is that the whole reason Kebede exists as a recklessly fertilized zygote at all is because his father came to Britain fleeing Marxism in the first place. An Ethiopian, Kebede Sr. ran away to Whiteyland seeking refuge from his political enemies in the regime of the country’s brutal 1980s dictator Mengistu Haile Mariam, who was himself a Marxist. So his dad absconds away from the killer clutches of Marxism, and Kebede Jr. repays him by adopting the very same deadly creed himself, and then attempting to impose its Cultural Marxist variant upon millions of innocent others in the very land that gave him sanctuary.

Blackboard Jungle

Like many Ethiopians, Kebede is Haile Unlikable. According to a recent profile in UK broadsheet The Daily Telegraph, Kebede spent his hatchling years in the conquered territory of London, before moving to a “predominantly white area” in the town of Northampton, i.e., an area of England where the demographics were still what they are supposed to be. Here, he apparently experienced terrible racism, such as a teacher telling him “You’re not in the jungle now” when he was misbehaving in Geography class during one of his regular attempts to play the class clown.

Well he shouldn’t have been misbehaving in Geography class, then. If the teacher had just randomly walked into the room and told Daniel to find Donkey Kong Country in an atlas with no prior provocation, then he may have had just cause for complaint; but if he persistently acts up and then gets insulted for it by a man whom he has no doubt driven to the absolute end of his tether, then that’s his fault, not his poor teacher’s.

Nonetheless, this horrific experience of being justifiably told off by a white man for doing something he shouldn’t have been doing helped lead Kebede to embark upon a life of alleged “anti-racist” activism, by which, of course, the term “anti-white” is actually implicitly meant. In 2022, speaking of the annual November Remembrance Sunday “Poppy Day” events Britain holds each year to commemorate its war-dead, Kebede complained of how “Certainly, round where I live … around November, you’ll see Churchill and poppies, and everything like that, but you won’t see anything in regards to Britain’s colonial role in the world, and that’s a problem.” The way to solve this “problem”, Kebede appears to have concluded, is to begin indoctrinating white children into hating themselves.

Initially intending to become a lawyer, Kebede changed tack after volunteering to help teach a child with special needs at a primary school and “fell in love with it”, by which he hopefully meant the profession, not the child. Elected leader of the NEU in 2023 with the help of a hard-left internal faction in what is an exceedingly left-wing union anyway, he had already complained the British education system was “organized by powerful white men” instead of by powerful black men like him, and that “black students need a sense of belonging in their schools, but they don’t always feel this,” perhaps because they don’t actually belong there.

In 2022, prior to taking control of the NEU, Kebede openly said at a Marxist conference that, in his view, national teacher strikes then taking place across the UK over the issue of poor pay were (or at least should be) really about left-wing teachers “reasserting our professional control, taking back control of an education system from a brutally racist state that sends refugees to Rwanda.” Rather than the pretty issue of capital, the strikes were in truth a means of “reorganising society where we are free from racism, and free from oppression.”

In an interview with the Talking Race podcast in that genuine annus horribilis of 2020, Kebede said the real future aim of schools in the country which foolishly gave his father asylum should be “decolonizing education and embedding anti-racism [re: anti-whiteness] throughout the curriculum”, as currently kids were taught a “nationalistic, simplistic” version of subjects like History, which was “alienating” to them. “I think we should be teaching children about the brutality of the British past,” Kebede said. Maybe, just to add a little balance, we could also teach them about the brutality of the African present? Giving them a good idea of what Marxist Ethiopia was like under the 1980s “Red Terror” of Mengistu might be a good start.

School Report

Since Kebede’s 2023 election, the NEU has been busily pumping out reports like its 2024 “Anti-Racism Charter”, which immediately demonstrates it was not written by a Biology teacher via its assertion that “race” (in inverted commas) “is a social construct”, as opposed to a self-evident physical fact. Good luck in impregnating someone with a big Japanese baby someday then, Daniel.

The document was “a response to the [NEU’s previously conducted] ‘Barriers’ report, which was based on the testimony of over 1,000 black teachers about the impact of racism in their workplaces.” If they only asked black teachers about their experiences, isn’t that racist? Also, if race doesn’t actually exist, how did the NEU manage to even identify which teachers were black in the first place? Maybe they did so by looking at them and observing that they had black skin, due to their biology.

What are the “Barriers” referred to in the report’s title? Objections from normal, non-Marxist, teachers that they really have neither the need, nor desire, to comprehensively Africanize their entire curricula in a country which is not actually in Africa. Such prejudiced mental barriers of opposition need to be dismantled, says the report, by providing objections to them like so:

No excuses, then; non-compliance is not an option.

Towards the end of the last academic year, the NEU launched their latest comprehensive anti-racist document, the snappily titled “Thinking Beyond the Box: Developing Critical Curriculum Perspectives and Culturally Responsive Pedagogy: A Collection of Recommendations for Change by Black Researchers and Practitioners”, which Kebede praised in a foreword as being an exemplary exercise in “culturally responsive pedagogy”, that is to say “culturally responsive” towards every culture besides that of the actual white British, which must be continually downplayed prior to one day being systematically erased from all existence.

Here’s an illustrated list of the authors, to give you a good indication of how incredibly unbiased and balanced the whole thing must inevitably be:

The document consists of a series of highly repetitious essays by the above amazing people, which we shall now examine one by one.

The Big Ask: Can Teachers Decolonize the Curriculum? by Heidi Safia Mirza, Emeritus Professor of Equalities Studies in Education, UCL University of London

Mirza wants to know “How do we go about dismantling 400 years of colonial knowledge production that informs the ‘hidden curriculum’ [lurking] behind the very curriculum we are employed to teach?” The answer is simple: by pretending this conveniently “hidden” curriculum is hideously racist. What does teaching kids how to write or add up have to do with racism? Nothing, but people like Mirza can always concoct some invented reasons why they might be.

She calls for a “thought revolution” which “decenters the taken-for-granted canon of Eurocentric knowledge” within European schools, in honor of the black activist Marcus Garvey’s “decolonizing call to ‘free the mind from mental slavery’”, on the grounds that Britain supposedly must “decolonize or decline.”

Thanks to the fact that “populations are changing” – or, more accurately, deliberately being changed – power in Britain “has shifted away from the stark brutality of Black and white [sic] racialized systems of enslavement, apartheid and Jim Crow laws that sustained white Western dominance for centuries.” But Britain never had black slavery, apartheid, or Jim Crow laws within its own domestic territories. Like Daniel Kebedi, Mirza can’t have paid very much attention in school Geography lessons either; which perhaps explains why she lives in the United Kingdom rather than Pakistan.

She adds that British schools need to “move beyond outdated imperial notions of ‘British values’” and adopt foreign ones instead, aiming to “replace the ‘imperial innocence’ of Britain’s ‘small island story’ with a more progressive global identity grounded in an ethos of decolonial reparatory justice.” Or, to put it more plainly, teachers need to start grooming all the white kids into giving up their money, homelands and birthrights to no doubt wholly benign brown people like her.

Anti-Racist Practice: A Lens, Not an Activity, by Professor Vini Lander & Dr. Penny Rabiger, Center for Race, Education and Decoloniality at Leeds Beckett University

Professors Lander and Rabiger begin by stating that “racism is a real and persistent feature of society”, so aim to persuade all future British schoolchildren into compliantly buying into how “our mission starts with educating on the permanence of racism.” This premise, they admit, “may seem counterintuitive if the end goal is to alleviate the harms of racism in our schools and society”, but of course “ending” racism is not these people’s true end goal at all. Rather, it is to ensure that perceived white racism never ends, because then white oppression can be made eternal, on the pseudo-moral grounds of ending hypothetical white racism against non-whites.

The most efficient means of indoctrinating kids into believing likewise is to indoctrinate their teachers beforehand. To this end, the academics demand that “racial literacy should be a compulsory aspect of teacher professionalism, treated with the same priority as safeguarding”. Teachers will have to be trained up to begin “consciously unlearning racism”, and to learn instead to “consistently and confidently see [everything in life] through the lens of anti-racism.”

Once this all-encompassing mental indoctrination has succeeded, “The question [for teachers] becomes not ‘Will I find racism in my school?’ but ‘In what ways has racism been designed into the policies, practices and procedures [of my school], and how might I design it out?’”

One good way to do so might be to tell people like this to go back where they came from and leave us all alone, rather than forcing us to obsess over non-existent matters of race all day long. Sadly, however, at least one of these two professors appears to be white British herself, thus demonstrating just how well such programs of mental reprogramming can sometimes work.

Cultural Diversity in the National Curriculum to Prevent Racism by Dr Marion Lee Moncrieffe, President of the British Educational Research Association

As a black man, Dr. Moncrieffe is appalled by how the National Curriculum in England “contains aims and contents which privilege focus on the lives and experiences of white Britons” rather than upon non-white non-Britons like him. Probably this is because most significant British people from throughout history have been white, due to obvious reasons; admittedly, Churchill’s first name was Winston, but that doesn’t make him a West Indian.

When teaching kids subjects like History, only white people are mentioned, whilst “All other non-white people of ethnic groups in their history of mass migration and contribution to nation building and the making of national identity are absent from the curriculum,” he protests. Fine, Let’s have a new high school history module called “How Blacks and Muslims Ruined Britain, 1945-2025.” The first important black British figure to be taught on it could be Dr. Marion Lee Moncrieffe himself.

Developing a Culturally Responsive Pedagogy: Making the National Curriculum More Inclusive and Relevant to Pupils’ Lives and Identities [Unless They’re White and British] by Dr. Aminul Hoque, Department of Educational Studies, Goldsmith College

The Incredible Hoque is a great proponent of the idea that children are “funds of knowledge”, by which is meant that they know more than their teachers do, at least if they happen to be Muslims or Africans. Therefore, kids should be made to basically study themselves, the entire classroom becoming a sort of giant racial mirror for ethnic minorities to systematically masturbate into.

For example, children could be set such important educational tasks as “researching and drawing a family tree” (lots of cousin-intermarriage where Dr Hoque comes from, I would imagine), or “growing vegetables from around the world”. Teachers are also told to “Share your own migration story with your pupils”. What if your “migration story” is “I am white and English and I was born here”?

Meanwhile, “In light of the global #BlackLivesMatter movement”, children could also be encouraged to “research and write about a local (unknown) person from the Black [sic] and minority ethnic community.” So, instead of learning about well-known white people like Shakespeare, Newton, Cromwell or Blake, kids should learn about random local black or brown no-marks instead and pretend this constitutes an “education”.

Our Migration Story: Re-Making British Histories by Professor Claire Alexander, Head of the School of Social Sciences, University of Manchester & Dr Sundeep Lidher, Lecturer in Black and Asian British History (Post-1800) at King’s College London

Look at Dr. Sundeep’s full title there: “Lecturer in Black and Asian British History (Post-1800)”. That’s “Post-1800” for much the same reason it would only be possible to be a “Lecturer in American Moon-Landings (Post-1969)”; because the history of non-whites in Britain prior to this date was basically zero. That’s a simple fact, but this darkling duo don’t like facts very much. Indeed, they explicitly complain that the current British History curriculum in schools is based on nothing but “facts, facts, facts.” Far better to begin transforming it all into being based on nothing but “fiction, fiction, fiction” instead.

To this end, they have created a new website, “Our Migration Story”, as well as a sister-site, “Banglastories”, both of which aim to tell “an alternative story of Britain through 2,000 years of migration.” Will this story include the minor detail that during at least 1,950 of those years, the migrants were 99.9 percent all white?

There’s reams and reams of other essays in the report too, but they’re all just minor variations on a very tedious and predictable theme, all of which can be best summed up by the following slogan, an authentic reflection of contemporary Race-Marxism in action:

It’s meant to be a tool for knowledge and enlightenment.

Please, Someone Teach Him a Lesson

Thankfully, the NEU’s above report has no official legal status to it…yet. But the NEU’s present Headmaster Daniel Kebede appears to be well-in with the current hard-left anti-white Labour Government, so maybe things could change. He certainly seems the kind of man who would be happy to see all teachers vote Labour.

I have recently profiled Mr. Kebede elsewhere, detailing how he uses a dedicated union “Political Fund” to campaign against parties and politicians he hysterically deems to be far right and fascist, primarily Nigel Farage’s (broadly) anti-immigration Reform UK Party. According to Kebede, he has done some comprehensive polling of NEU members, finding only “a tiny minority” are “being pulled towards Farage”, which is rather worrying if true, as Reform UK are easily the most popular party in Britain at the moment, so this would seem to indicate that his union’s teachers are utterly unrepresentative of the wider population as a whole.

For any NEU members who may be tempted to lend their votes to Farage’s Fascists come the next UK General Election, Kebede has a warning: to do so would be racist. Reform UK’s last manifesto promised it would introduce “a patriotic school curriculum”, which made Kebede deeply worried about what this would mean future teachers would be forced to teach concerning “Britain’s historical role in the world”, i.e., something other than the ceaseless litany of evil relating to slavery and colonialism which Kebede wants to be taught.

I note with some amusement that the main reason the proud anti-colonialist Daniel Kebede doesn’t want a Reform UK government in charge of the British education system is therefore because, when you stop to think about it, what Farage wants to do to Britain’s classrooms is actually to decolonize them himself – that is, to decolonize them of all malign external cultural and ideological influence from settler-colonialist aliens like the Ethiopian Marxist Kebede.

Schools in Britain should be tools for transmitting British culture on to the next generation, not robbing them of it, and replacing it with something utterly exotic and antithetical towards the children’s own civilizational life-interests. What Kebede wants to do is identical to what colonial-era British educational administrators in Africa and India once tried to do when arrogantly marching into foreign schools and deeming the morally backwards primitive cannibal-kids should all be brought up on a diet of Christianity, cricket and Chaucer, only with the races and cultures now reversed. In this scenario, black Daniel Kebede is actually the colonial racial oppressor, and Nigel Farage the oppressed native anti-colonial rebel.

So, actually, I’ve changed my mind. Perhaps we should decolonize Britain’s schools after all. We could begin by letting pith-helmeted individuals like Daniel Kebede absolutely nowhere near them.

 Notes

[1] In recent interviews, Kebede is now claiming to be “just” a socialist; but a socialist who converted to socialism whilst reading Karl Marx.