What do we understand by the term identity? It is commonly understood to be multi-faceted, multi-layered and something that is unique and personal to each and every one of us. Shaped by aspects of who we are such as our gender, age, race, religion, culture, and family, amongst many others, our identity comprises a range of different intersectional elements.
What then, does it mean to have a Scottish identity? Does a Scottish identity exist? What makes us Scottish? Questions like these, explored in Primary and Secondary settings, provide a rich context to learn about historical events, including those sometimes missed, hidden or forgotten in our curriculum, to better understand how Scottish identity has arrived at its vibrant, diverse, multicultural place today. Whilst we have much to celebrate, questions surrounding Scottish identity past and present also bring to the fore many of the issues and challenges we face today, and provide a meaningful opportunity to reflect on these and take action as both Scottish and global citizens.
"Let’s create braver, safer spaces for our young people to really explore Scottish history."
Exploring the past to understand the present
A key issue that exploration of identity brings to the surface is that of colonisation. When we talk about decolonising our curriculum, we can work to ensure hidden, forgotten or missed voices are referenced and shared with our young people. Moving away from a Eurocentric narrative of historical events, and creating space to explore a range of perspectives, lived experiences and retelling of events by Black and Minority Ethnic voices supports an anti-racist approach which enables all young people to see themselves represented in the contributions to what has made Scotland what it is today.
Support in how to plan existing topics through an anti-racist lens can be found at in these Primary planners created by Scotdec. Further guidance and key points to consider when developing an anti-racist curriculum can be found in this CRER resource, Introduction to anti-Racist Curriculum Development: A Guide for Teachers in Scotland.
Atlantic slave trade
As we think about, for example, the growth of wealth and development during Victorian industrialisation, should we not reflect on the very products that gave rise to this wealth and that were manufactured for economic wealth in our new factories and mills? An exploration of the role of the Atlantic Slave Trade and the way in which key commodities such as sugar, cotton and tobacco were grown under chattel slavery conditions by enslaved Africans on plantations in the Americas, gives rise to discussion about the way in which we remember, and often celebrate, key figures in the growth of Scotland’s wealth at this time. Whilst legacies of the Atlantic Slave Trade are visible in the buildings, street names and statues in our Scottish cities today, evidence can also be found below the ground…
"Central to Global Citizenship Education is supporting learners to be active citizens, participate and believe in the power of action to bring about positive change."
The new resource, Stories in Stone, demonstrates that within every historic graveyard and behind every gravestone, there are fascinating stories from the past. This resource, developed by Archaeology Scotland for Greyfriars Kirkyard in Edinburgh, explores some of the stories which uncover Scotland’s links to colonialism and the trade in enslaved African people.
A’ Adams Bairns?
A soon to be relaunched Scotdec resource, A’ Adam’s Bairns? supports primary and secondary teachers to explore some aspects of Atlantic slavery alongside migration (to and from Scotland) and the role of the Gypsy/Traveller community, and how they have helped shape Scottish identity today. Alongside the learning about events from Scotland’s past, run key questions relating to stereotypes, prejudice and discrimination past and present in their many forms. Through interacting with historical sources of evidence from the National Library of Scotland and SCRAN, traditional songs and music, A’ Adam’s Bairns? supports young people to reflect critically on Scotland’s past and the way it has contributed to Scotland today.
Central to the discussion about perspectives, stories and retelling of events from the past is that of bias. The resource, Learning from Livingston, created by the David Livingston Birthplace Museum and Wosdec, supports young people to unpick bias in both historical and contemporary media, understand the importance of indigenous voices and knowledge and centre African voices in the telling of this part of Scottish history.
Learning Lessons for a Fairer Future
And so what does this reflection on Scotland’s past and its many voices and stories mean for our young people today? Central to Global Citizenship Education is supporting learners to be active citizens, participate and believe in the power of action to bring about positive change. Freire explains that, “Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge.” (Paulo Freire, Pedagogy of the Oppressed).
A’ Adam’s Bairns? supports young people to look at lessons that can be learnt from key campaigns throughout history, such as the Anti-Apartheid Movement, the Abolitionist Movement and the Suffragette Movement, to identify effective campaign methods and tools. They are encouraged to consider ways to use and adapt these to campaign for contemporary issues, such as modern slavery, racism, ethical consumerism or the climate emergency, amongst others, many of which have their roots in the historical events explored throughout the resource.
As momentum grows around anti-racist education and decolonising the curriculum, there is a palpable desire to learn lessons from the past to create a fairer future. Let’s create braver, safer spaces for our young people to really explore Scottish history, identity and diversity and reflect on the question posed often by the Scottish Traveller community, are we really A’ Adam’s Bairns?
