Preparing Students for a Diverse Britain: The UK's Sinister Classroom Shake-Up
Has the case for home-schooling ever been stronger?
Education reform is often framed as a step towards progress, but the latest overhaul of the UK curriculum appears to serve a different purpose entirely. The proposed changes, under the guise of broadening perspectives, seek to rewrite history and reshape national identity. At what point does curriculum reform cross the line into indoctrination?
Deconstructing the myth of British exceptionalism could perhaps be a noble effort. However, it does not exist. Modern British history classes are generally a sombre affair; the only time Britain is spoken of in anything resembling an uplifting tone is in defence of its selfless policies during the two world wars—portraying an innocent Britain sacrificing two generations and an empire for the greater good.
Yet the nation is measurably worse off, and its people are readily replaced by successive governments the moment it is deemed economically necessary.
To prevent children from reaching such conclusions, leading education groups propose changes to “breathe new life” into the “outdated” curriculum, aiming to make it “broader, richer,” and with fewer “white, male, able-bodied, cisgender, standard English-speaking authors and characters”.1
One might assume teaching British history without including such figures would prove impossible. However, works like Atinuke’s Brilliant Black British History—which claims black people built Stonehenge, introduced Christianity to the UK, and without whom the sacred NHS simply couldn’t operate—are given awards and distributed throughout schools.2
In addition to the already snoozeworthy history curriculum, students will be taught to embrace guilt, and be lectured on sins of the father:
“There is also no explicit mention of crucial parts of Britain’s colonial history, including colonialism in Africa and the Caribbean, the nature and impact of British colonialism at home or abroad (from 1901 onwards), or to histories of decolonisation across the globe.”
The reforms extend beyond history. Wildlife and Countryside Link, advocating for outdoor learning, suggests “wildlife can be used as inspiration in art lessons whilst also teaching about diversity…” In English class, students can expect to study “rap poetry”.
These measures reinforce initiatives already promoted by schools and universities. From ages 7–17, pupils learn about the Empire Windrush—the ship that brought migrants from the Caribbean to Britain, to the alarm of British authorities. Writing exercises involve drafting letters to Jamaican relatives about poor working conditions, housing shortages, and racism.3
Universities have moved to “decolonise” curricula, dismissing the term ‘Anglo-Saxon’ —the existence of which suggests that some Britons are more indigenous than others.
As the nation’s population rises by millions, the GDP stagnates, streets grow less safe, and the NHS operates perpetually at breaking point
Unwilling to collate such data which would prove to Britons beyond doubt the benefits of such demographic change, the indoctrination takes other forms. Museums and monuments are erected, trainlines renamed, and now the entire curriculum revamped, all in the name of diversity.
King Charles III, perhaps concerned more with maintaining his own status quo than the welfare of his subjects, used his Christmas speech to celebrate diversity and condemn summer riots over the deaths of three girls in Southport, killed by terrorist Axel Rudakubana.4
This is all to bolster the government’s sobering conclusion that, for the sake of societal cohesion, rather than face the fact that a great number of ‘new Britons’ are simply unassimilable, it is far easier to acclimatise native Britons to the increasingly alien landscapes they once called home.
The curriculum overhaul is not merely an attempt to expand perspectives, but through the deliberate erasure of the historical legacy, to enforce assimilation; not for foreigners to become more British, but for the British to accept their changing reality, and to be grateful for it.
https://www.telegraph.co.uk/news/2025/02/08/pupils-should-not-taught-greatness-british-empire/
https://justimagine.co.uk/childrens-books-review/brilliant-black-british-history/
https://www.tes.com/teaching-resource/write-a-letter-home-as-a-windrush-passenger-11472444
https://www.bbc.co.uk/news/articles/cg4zn4y7vpgo
Thanks for this. History not always well taught. I gave it up for Philosophy 45 yrs ago. But properly done, it has come back toward the end of my life as the (apparently dry but not) particularity that is the record of all our lives - the work of Maurice Cowling etc.. Thank you 4 yr work.
Please. Kick this people our of power. It wired I say this from Spain... But we need Britain!!