Education is not neutral. And for Black children, it is rarely complete. School is often the first place where erasure is formalised, belonging becomes conditional, and history is taught as if our people were a footnote rather than the foundation.In this episode, we turn our attention to education - not as a neutral site of learning, but as a powerful system of selection, silence, and control. Drawing on our own schooling across Botswana, Northern Ireland, London, Leeds, and the Midlands, we reflect on what we were taught,...
Education is not neutral. And for Black children, it is rarely complete.
School is often the first place where erasure is formalised, belonging becomes conditional, and history is taught as if our people were a footnote rather than the foundation.
In this episode, we turn our attention to education - not as a neutral site of learning, but as a powerful system of selection, silence, and control. Drawing on our own schooling across Botswana, Northern Ireland, London, Leeds, and the Midlands, we reflect on what we were taught, what we internalised, and what we later had to unlearn.
Aiwan reflects on moving from a Black-majority school in South-East London to predominantly white classrooms in Leeds, navigating the silence around race while carrying the weight of being “the only one.” She speaks about the hidden curriculum - how schools quietly teach you who is centred, who is valued, and who is merely tolerated - and why supplementing formal education at home became essential to developing a fuller sense of self.
Tamanda draws on her education in Botswana, Northern Ireland, and England, as well as her later academic experience, to examine how education systems claim neutrality while carefully avoiding power. She reflects on moments where critical thinking was praised in theory, yet penalised in practice - revealing the tight boundaries around what could be questioned, named, or challenged.
Together, we explore how Black history is routinely framed as optional or supplementary in UK schooling, rather than foundational to understanding Britain itself. We examine the expectation that Black families must fill the gaps - through Saturday schools, community learning, books, travel, and cultural memory - simply to counter what is missing, sanitised, or distorted in statutory education.
We then consider what Aiwan learned over ten years educating young minds as a teacher herself.
This is a conversation about power, not pedagogy alone. About what knowledge is protected, what knowledge is deferred, and why calls for “balance” or “neutrality” so often function to preserve the status quo. And about the long-term emotional and intellectual cost of learning in systems that demand assimilation while withholding recognition.
🎙️ In this episode:
- Encounters with erasure: Growing up Black in White education systems, beginning with the deafening silence around Black history
- The curated curriculum: How schooling disciplines curiosity, avoids power, and prioritises order over understanding
- Supplementing the system: Learning Black history beyond the classroom through Saturday schools, newspapers and self-directed study
- When curiosity is punished: A defining moment where questioning the curriculum was met with anger, revealing what was “off limits”
- Entering teacher training: Confronting Eurocentric ideas of intelligence, culture and legitimacy as a Black woman
- Teaching from lived culture: What happened when music education met connective language, rhythm and real-world experience
- Beyond Black History Month: Tokenism, cherry-picked heroes and how Black history must be continuous and connected to the now
- Changing the status quo: What it means to teach with care, responsibility and cultural fluency for the next generation
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