On the same day that Sir David Bell's review of antisemitism in schools and colleges was published, Birmingham Race Impact Group (BRIG) and the Decolonising Education Empowerment Project (DEEP) hosted a public meeting bringing together parents, teachers, education professionals, young people and community members for a thought-provoking conversation about what it would take to create an education system that truly works for Birmingham's young and increasingly diverse population.
The question goes to the heart of two of Birmingham's most important ambitions: to become a world-leading anti-racist city by 2035 and the best place in Europe for young people. Education is where these two ambitions intersect.
Held on 21 October at the Muath Trust (formerly the Bordesley Centre), the meeting attracted a packed audience, with additional participants joining online. It brought together different experiences and perspectives on the opportunities education can create, the inequalities that continue to shape children's lives and the changes needed to ensure that every child has the opportunity to thrive.
The evening opened with a welcome from Rawaad Mahyub, Chief Executive of the Muath Trust, followed by contributions from Professor Tahir Abbas of Aston University; Dr Ingrid Abrahams; Lee Williams, Chief Executive and Executive Headteacher of Central Academies Trust; Dr Sophia Kapcia; Huda Ali, Education Lead at the Muath Trust; Doug Morgan, representing the National Education Union; and Councillor Duncan Ali, a member of Birmingham City Council's Education, Children and Young People Overview and Scrutiny Committee. Two young people, Saeed Othman and Maysa Haymood, also shared their perspectives, bringing young people's experiences directly into the conversation.
The session was brought to a close by Pat Carvalho, Chief Executive of BMet Colleges and Independent Chair of the West Midlands Combined Authority Race Equity Task Force. Carlton Duncan, Chair of DEEP, had hoped to contribute remotely but was unfortunately unable to connect.
One message, repeated in different ways throughout the evening, was that despite years of initiatives, reviews and commitments, many of the same problems persist. As one participant put it, "The system hasn't changed."
There was a recognition that education has the power to transform lives, but also frustration that this promise remains unfulfilled for too many children and families. The discussion explored how racism, class and wider inequalities influence educational experiences and opportunities, and whether meaningful change can be achieved through improvements to the existing system or requires something more fundamental.
A particularly important theme was the difference between being included in education and genuinely feeling that you belong. Children bring their identities, histories, cultures and family experiences into the classroom. An education system that values them must do more than ensure they are physically present; it must recognise who they are, support their aspirations and enable them to succeed.
One contribution captured this powerfully: "No child should have to choose between who they are and how they succeed."
The conversation also turned to whose voices are heard and valued in education. Representation in school governance matters, but having a seat at the table is not the same as having the confidence, support and opportunity to influence decisions. The experiences of parents and communities also need to be taken seriously, not simply sought when difficulties arise or when decisions have already been made.
The curriculum was another important focus. What children learn, whose histories are taught and whose knowledge is valued, all shape how young people understand themselves and the world around them. An anti-racist approach to education therefore involves more than adding diverse content to existing lessons. It invites us to think more fundamentally about the values and assumptions that underpin education and how schools can help young people develop the knowledge, understanding and confidence to challenge inequality.
The publication of the Bell report on the same day provided a timely reminder that the challenges facing education are part of a wider national conversation. The report highlighted deeply troubling experiences of antisemitism among Jewish pupils and staff, prompting the Government to accept all 27 recommendations.
Recognising the particular histories and experiences of different forms of racism is essential, and antisemitism demands a serious and sustained response. At the same time, we must guard against creating a hierarchy in which some forms of racism are treated with greater urgency or concern than others. The challenge is to ensure that every child and teacher experiencing racism receives the same seriousness of attention and protection, while also addressing the wider cultures and structures that allow inequality to persist.
The meeting was not intended to provide all the answers, and it was never envisaged as a one-off event. It marks part of a series of conversations that BRIG and DEEP hope to take into communities across Birmingham, creating further opportunities for parents, young people, teachers and others to share their experiences and help shape the future of education in the city.
These conversations will contribute to the development of the education theme of Birmingham's Beyond Racism Community Mandate, reflecting what communities believe children and young people have a right to expect from their education system and what they want to see change.
A fuller report from the October meeting will be produced, drawing together the contributions, discussions and key messages from the evening.
For Birmingham, the challenge is not simply to imagine a better education system, but to make it a reality. If we are serious about becoming both a world-leading anti-racist city and the best place in Europe for young people, education must be at the heart of how we get there.