American
Wokeness Invades Britain’s Schools
Katharine Birbalsingh,
principal of a ‘free school,’ says identity politics makes it hard to educate
minority youths.
The WSJ Weekend Interview by Tunku Varadarajan,
July 7, 2023
New York
British educator Katharine Birbalsingh
used to look to America for inspiration. Now she sees the U.S. as a threat to
schools in her own land. American ideas on race and identity are making
“alarming inroads” in British education, she says, with activists demanding
that “white privilege” be rooted out of the curriculum, the teaching of history
be “decolonized,” and “systemic racism” be acknowledged as the primary cause
when minority students fail. “Black Lives Matter” has become a raucous
leitmotif among Britain’s youth. “You see protests with people saying ‘Don’t
shoot,’ when our policemen don’t carry guns,” Ms. Birbalsingh
says. “It doesn’t make any sense.”
What Ms. Birbalsingh describes as
woke American cultural imperialism is warping Britain’s way of life and its
educational system. “We are,” she says, “just lapping up all these bad ideas
from America.” In New York to observe and help a new charter school in the
Bronx, she also expresses fears for the future of American education. Charter
schools, she says, have “lost their way,” beset by the “social and political
forces unleashed by the killing of George Floyd.”
Ms. Birbalsingh, 49, is the
irrepressible principal of the Michaela Community School in the northwest
London neighborhood of Wembley. She founded Michaela in 2014, as a “free
school,” a type of institution that came into being through British school
reforms in 2010. Free schools are akin to U.S. charter schools: public schools
(in the American sense of that term), free from the baleful influence of teachers unions, that hire their own staff and set their own
disciplinary rules and curriculum. Although Michaela’s teachers “tend to be
white British,” Ms. Birbalsingh says, the students
are almost entirely from ethnic minorities, including “Afro-Caribbean, African,
Indian, Pakistani, Arab” as well as Eastern Europeans. Ms. Birbalsingh
herself is of mixed heritage, with an Indian-Guyanese father and an
Afro-Jamaican mother.
The British media never tires of calling her “Britain’s
Strictest Headmistress”—the title of a friendly ITV documentary—sometimes with
the peculiar affection that the British reserve for women who wield a firm
hand, but usually as a way of marking her out as a prickly anachronism of whom
you should be wary. She started Michaela four years after she was run out of a
state school for making a brief speech at the annual Conservative Party
Conference, in which she said that Britain’s school system “is broken, because
it keeps poor children poor.” As she sums up her argument in our interview, it
is that “black children fail because of what white liberals do and think.”
The reaction to this heresy was swift and vengeful. She was
ostracized by hostile colleagues and had to quit her job. “I was essentially
told I would never work in the public-school system again. I was told, ‘Forget
it, you’re going to have to leave the country. You’re toxic. You cannot, as a
teacher, speak at the Tory Party conference.’”
After failing to find another job as a teacher, she decided
to set up her own school, inspired by American charter-school pioneers such as
Geoffrey Canada and Eva Moskowitz, respectively founders of Harlem Children’s
Zone and Success Academy Charter Schools. A few days before we speak, she met
Ms. Moskowitz for the first time: “I said to her, ‘This is like my meeting Brad
Pitt moment.’ I was so excited.”
The teachers unions tried their
hardest to foil Ms. Birbalsingh’s plans. “I’d hold an
evening event for prospective parents, handing out flyers that said,
‘Possibility of a New School. Come and Find Out.’ And all these single black
mums in Brixton”—a predominantly Afro-Caribbean area—“would
be excited and come along.” At the event, “these white people who don’t even
live in London would’ve been bused in and would be shouting abuse outside,
holding placards that said, ‘Tory Teacher.’ ” Union
agitators would infiltrate the hall and “drown out what we were saying with
their shouting, so the meeting just couldn’t happen.”
When the school finally opened, union picketers stood
outside “handing leaflets to the kids, 11 years old, telling them the building
was unsafe and that their lives were in danger. I just photocopied the leaflets
and made sure every kid had one, so they could wave them at the pickets and
say, ‘My headmistress gave me one, so thanks very much.’”
What irks her detractors most is the emphasis Ms. Birbalsingh places on discipline, a word she deploys often,
as well as her insistence that she is a “small-c conservative.” To hear her
talk about her educational philosophy is to be transported back in time.
Children, she says, “need lots of discipline. And when I say discipline, I
don’t just mean they need to be able to sit on a chair.” They need to be able
“to work hard both in the classroom and outside, to engage with the learning
and really want to listen to the teacher, to be interested in the subject
matter, to be able to strategize for their lives and have goals.” They need to
understand “how their behavior now will affect their futures, and the kinds of
people they will be.”
When people recoil from the word, Ms. Birbalsingh
tells them that she means “a discipline of mind, of attitude. Ignoring this is
one of the ways we let our children down—all children, but it especially hurts
the disadvantaged.” Her small-c conservatism is equally plain-spoken, with its
emphasis on “personal responsibility, and a sense of duty towards others.
People don’t like it when I talk about that.”
What do these values mean in the context of education and
schooling? Ms. Birbalsingh responds by saying that
the idea that a child has “agency” and can “choose between right and wrong” is
“quite contentious.” The view that is gaining ground in schools—thanks a lot,
America—is that children “cannot help the way they behave because they are
poor, or they are black, or their father isn’t in the home.” But apart from
“some very exceptional situations,” she says, the vast majority of children can
engage with lessons and behave themselves. “If we allow them not to because of
some idea that they’re not able to do it, that they don’t have the agency to
decide to do so, or that something is preventing them from exercising that
agency, then I think we’re letting them down.”
Instead, teachers reach all too easily for underlying causes—to
use the modish phrase—as an explanation for a child’s nonperformance at school.
“So when he doesn’t do his homework, you can’t blame
him, you have to blame his circumstances.” If you send students to detention or
otherwise punish them, “you’re just being mean, or harming their mental health.
If you insist that they do their homework every night, that is traumatic for
them.” So children get waved through school,
frequently innumerate, often functionally illiterate.
Teachers accept “very low standards for certain children,”
Ms. Birbalsingh says. Race plays a part when
instructors are “white and a bit guilty about being white and privileged. And so they feel very awkward about holding an ethnic minority
child to account and insisting that they meet the standards that they would
have for a richer white child.”
Sometimes this attitude takes the form of overt prejudice:
“You could have a black child who comes from a middle-class family, very
supportive of education, father is in the home, but the teacher looks at him
and thinks, ‘Oh, you are black, therefore I have to lower my standards for you.’ ” And for children who actually are disadvantaged, “the
school could have made up quite a lot for that.” Instead
they shift the blame to “the situation, to the father for not being there.”
Contrast that with Michaela. “We are a ‘no excuses’ school,”
Ms. Birbalsingh says. “No excuses for nonperformance
are accepted from a child, and no excuses are offered by the school for failing
to hold a child to standards.” That approach makes her school increasingly
unusual in Britain—and also differentiates it from the trajectory a large
number of U.S. charter schools have taken. Under pressure from racial
activists, especially since the killing of George Floyd, the American schools
have come to treat the idea of “no excuses” as anathema.
“The problem with Black Lives Matter is that if children see
themselves as victims, instead of powering through and picking themselves up
when they fall down, they will end up wallowing in despair and giving up,” Ms. Birbalsingh laments. “It’s really quite sad how destructive
the movement has been for young ethnic minority children.”
She is careful to cite Success Academies as an exception—as
well as the Vertex Partnership Academies, whose new school she visited in the
Bronx. Apart from them, “we’re in a situation culturally when charters and
teachers are not allowed to do the things they once did, to think as they used
to do. The George Floyd situation has really endangered the progress that was
being made by the charter-school movement.”
She offers as emblematic the KIPP schools, which retired
their motto, “Work Hard, Be Nice,” in July 2020. Michaela’s own motto, “Work
Hard, Be Kind,” is a variation. KIPP’s replacement, “Together, a Future Without
Limits,” leaves her cold. “It lacks the clarity and vision of the original,”
she says. “The old one had a purpose. You want every child in your care, at the
very least, to leave school working hard and being nice. But they got rid of it
because—since George Floyd’s death—they were pressurized into believing that
the ‘be nice’ aspect was teaching black children to be subservient. And so it was racist.” She shakes her head, flummoxed by the
notion that “somehow teaching children to be nice has now turned into this idea
of them being servile.”
And not only that. According to KIPP’s announcement, the old
motto promoted “social norms that center whiteness and meritocracy as normal.”
That quote came from the head of KIPP’s “equity programming.” Michaela has no
such programming, and Ms. Birbalsingh rejects the
idea wholesale: “Equity should never be your goal as a teacher. Your goal
should be helping children to fulfill their potential. And if equity is your
goal, you necessarily have to keep some children from doing that.” The word ‘equity’
makes her “cringe.”
“Oh my goodness!” she exclaims
archly, as she hears her own words. “Can I say that?”
Mr. Varadarajan, a Journal contributor, is a fellow at
the American Enterprise Institute and at New York University Law School’s
Classical Liberal Institute.