A few years ago, I taught a Year 2 class in East London. I had built up a good bank of multicultural picture-books and resources and shared these with the class whenever seemed appropriate. When it came time for the class to write their own stories, I suggested that they used the name of someone in their family for their protagonist. I wanted them to draw on their own backgrounds, but was worried about ‘making an issue of race’. When it came to sharing their stories, I noticed only one boy had acted upon my suggestion, naming his main character after his uncle. He had recently arrived from Nigeria and was eager to read his story to the class. However when he read out the protagonists name he was interrupted by another boy, who was born in Britain and identified as Congolese.
“You can’t do that! Stories have to be about White people.”
I’m confident the boy who announced this was being sincere and indeed, in the ensuing class discussion there was a fair bit of uncertainty about who could and couldn’t be in stories. I was surprised and confused by this. Why did they always write stories about children from very different backgrounds to themselves? And why were these characters always White? After all, I had shared a number of stories about children of colour with the class.
I just hadn’t realised what I was up against.”