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The phrase ‘ was coined by Dr Rudine Sims Bishop (1990) to refer to the importance of literature reflecting pupil’s identities while also expanding the student’s understanding of the world. While the discussion around the need to provide representation of diversity within literature, the curriculum and, more broadly, education is certainly not new (Maylor et al., 2007), the representation of children known to social care within our curriculum remains unconsidered and non-existent. This blog post focuses on why it is important that the identities of children known to social care are represented in the curriculum.

In England, ‘children known to social care’ is an encompassing term used to describe children and young people who have had some level of involvement with social services; these can include ‘looked after children’,^[1] children previously looked after, as well as those children who have had a social worker within the past six years. A suggests this group of children equates to approximately 1 in 10 pupils in England.

Windows and mirrors

Bishop (1990) argued that when children cannot see themselves within the content, they learn an important lesson about how devalued they are in society. Conversely, when children see themselves reflected, through aspects of their identity or shared experiences, this can foster a sense of belonging, and provide self-affirmation and self-actualisation.

‘When children see themselves reflected in curriculum content … this can foster a sense of belonging, and provide self-affirmation and self-actualisation.’

Yet, the representation within the curriculum must be more than nominal or tokenistic; it must emphasise the realities of an individual’s lived experiences, to prevent distorted and narrow perceptions. Research conducted by Become Charity (2017) has highlighted the perceptions of living in care being informed and constructed from Tracy Beaker’s The Dumping Ground^[2] leading to a negative portrayal of what being in care meant. Significantly, the absence of authentic representation in the curriculum is not just a disadvantage for those whose mirrors are missing but also for all children who then do not have opportunities to learn about the diversity in our society. Rather, providing these authentic opportunities that act as ‘windows’ offering a view into others’ experiences, develops understanding, empathy and connection. This can help to challenge stereotypes and dismantle specific narratives within society.

Role models

Examples of social care-experienced individuals who have gone on to experience career fulfilment and success may help to reduce any stigma or negative associations with growing up as a child known to social care. Conversely, exploring others’ stories may hold a mirror for children to identify their own strengths, some of which may have developed because of the challenges that they have faced. Through integrating role models who have achieved within their field provides a tangible, relatable example, raising aspirations of children known to social care to believe that they can also achieve success. The serves as an example of this: by connecting professional volunteers with primary schools, it finds that the impact of career role models is significantly greater when children felt that they could relate to them, resulting in increased enjoyment and influence (Percy et al., 2021). Ashley John-Baptiste, a BBC journalist who grew up in foster families and residential homes, is a high-profile campaigner advocating for raising aspirations of children known to social care through providing windows; as he suggests, ‘.

Moving forward

Given the proposed changes within the UK government’s to make statutory the local authorities’ duty to promote the educational achievement of children with a social worker and in kinship care, the importance of including these learners in the curriculum is both timely and essential. Moreover, with the in England seeking to deliver ‘a curriculum that reflects the issues and diversities of our society, ensuring that all children and young people are represented’, it is important to make the case for authentic representation of this under-recognised yet sizeable group of children. While we are reviewing both the overarching principles and detailed content of the national curriculum, isn’t it time that representation and empowerment was authentically championed? By reflecting the identities of children known to social care within the curriculum, we provide the windows and mirrors that foster understanding, inclusion and belonging.

[1] For a definition, see:

[2] Tracey is a character in a BBC programme. For more information, see:

References

Become Charity. (2017). Perceptions of care.

Maylor, U., Read, B., Mendick, H., Ross, A., & Rollock, N. (2007). Diversity and citizenship in the curriculum: Research review (Research Report No. RR819). The Institute for Policy Studies in Education, London Metropolitan University.

Percy, C., Taneja, A., & Hampshire, K. (2021). Scaling up: Developing and extending career-related learning in primary schools. Education and Employers.