Humza refuses to define key terms…

https://www.youtube.com/watch?v=cXafWq62hDk&feature=youtu.be

The Scottish Family Party transcends traditional political divisions.

Have a try yourself…

https://www.politicalcompass.org/

A parent complained to the Government about BLM/Critical Race Theory/White Privilege indoctrination in school.

The reply? A plain statement of intent to continue such political indoctrination:

Here’s the latter in full:

Your Reference: Why is Critical Race Theory thought in our schools?
25 November 2020
Dear *******************************,
Thank you for your email of 25 October to Mr John Swinney MSP, Deputy First Minister, Cabinet
Secretary for Education. I am replying on behalf of Mr Swinney as I have policy responsibility in Social
Studies in schools.
The curriculum in Scotland, Curriculum for Excellence (CfE), aims to help young people develop into
successful learners, confident individuals, effective contributors and responsible citizens. A key feature
of the learning and experiences in Scottish schools is that young people learn about current and past
attitudes, values and events and their impact on society today which helps them to develop as modern
global citizens.
The CfE provides a positive context for schools to incorporate issues of black and minority ethnic
history and anti-racism into their curriculum and into the wider ethos and life of the school. CfE is
underpinned by the values of wisdom, justice, compassion, integrity and respect for human rights, and
global citizenship is a theme across all learning and the life of a school.
Under CfE, all practitioners are directed to design educational experiences that are relevant to their
learners. As part of this process, we would expect that practitioners would identify and address highprofile and significant issues likely to have an impact on the lives of young people. The global
reverberations of the recent Black Lives Matter movement, and Black history more generally, fall firmly
into that category.
When inspecting schools, HM Inspectors evaluate a school’s performance by looking at a number of
Scottish Ministers, special advisers and the Permanent Secretary are covered by the terms ofthe Lobbying (Scotland) Act 2016. See
www.lobbying.scot
St Andrew’s House, Regent Road, Edinburgh EH1 3DG
www.gov.scot
quality indicators. One of these looks specifically at wellbeing, equality and inclusion. Evidence from
inspection will investigate a number of areas of inclusive practice, which includes the curriculum to
ensure that it provides children and young people with well-planned, progressive and balanced
opportunities to explore diversity and multi-faith issues, and to challenge racism and religious
intolerance. Inspectors will also use performance data, interviews with pupil groups, analysis of
confidential questionnaires from pupils, parents, teachers and others, observations of classroom
practice, and inspection of school polices to ensure that children and young people are
knowledgeable about equalities and inclusion, and that they feel able to challenge discrimination,
xenophobia and intolerance when they come across it.
Within Scotland’s schools the curriculum is clear in saying that responsible citizens must understand
different beliefs and cultures and have respect for others. Diversity and equality are at the heart of
policies that underpin all aspects of school education.
As set out in the General Teaching Council for Scotland’s (GTCS) Standards for Professional
Registration, teachers are expected at all stages of their careers to demonstrate professional values
and personal commitment to social justice and cultural diversity by engaging learners in real world
issues. The National Framework for Inclusion has also been designed to ensure that all teachers are
appropriately guided and supported throughout their careers towards gaining the required knowledge
and understanding of inclusive education.
One of the values of the GTCS Code of Professionalism and Conduct is a commitment to “the
principles of democracy and social justice through fair, transparent, inclusive and sustainable policies
and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and
belief and sexual orientation.”
Within CfE all staff are expected to be proactive in promoting positive relationships and behaviour in
the classroom, playground and the wider school community, engage learners in real world issues and
help them to embrace equality and social justice. This is effectively a condition of teachers’ ongoing
registration with the GTCS.
Classrooms and other places of learning in Scotland’s schools seek to create an environment where
creative and critical thinking is applied to issues of significance in the modern world and where social
justice and a sense of global citizenship is embraced.
Rather than prescribe the teaching of Critical Race Theory, or any other specific approach to exploring
race or equality and equity ideas, teachers in Scotland use their considerable skills, experiences and
judgement, aligned with the CfE framework, to design and deliver a curriculum that meets the needs of
the young people in their school. The inclusion of Critical Race Theory as an established intellectual
framework, and the concept of ‘white privilege’ as part of a wider context of learning and discussion
within classrooms in Scotland would be entirely reasonable and compatible with the ambitions of CfE.
The latest PISA results of 2018 places Scotland above the OECD average for three indices of global
citizenship: attitudes towards immigrants; respect for other cultures; and, pupil awareness of global
issues. We believe our pedagogical approaches have enabled our learners to move in this positive
direction.
Scottish Ministers, special advisers and the Permanent Secretary are covered by the terms ofthe Lobbying (Scotland) Act 2016. See
www.lobbying.scot
St Andrew’s House, Regent Road, Edinburgh EH1 3DG
www.gov.scot
The report that you refer to – Teaching in a Diverse Scotland – published in November 2018 and led
by Professor Rowena Arshad, former Head of Moray House School of Education and Co-Director of
the Centre for Education and Racial Equality in Scotland, indeed refers to Critical Race Theory as a
useful framework in the journey towards better representation and participation of minority ethnic
people in a range of education settings. The usefulness of the framework is in the acknowledgement
that racial prejudice and the existence of racism at a personal, cultural and institutional level can be
barriers for some people entering a ‘level playing field’. If we want to improve diversity, then it is only
right that we work to fully understand, reduce or eliminate these barriers to ensure greater equity and
fairness.
I hope this provides useful information in demonstrating how we are working to ensure issues around
social inequality, racism and Black history are robustly addressed within the curriculum and wider
school life, so that the diversity and the heritage of our society is recognised and reflected within our
education system overall.
Yours sincerely
Yasmin Shaffi

Our video on the topic:

https://www.youtube.com/watch?v=F2TMSaWAwVQ&t=23s