ABSTRACT
This chapter describes the pursuit of the development of ‘good’ anti-racist practice and views all the lessons as giving insights into what this might constitute, given the peculiarities of specific schools and the idiosyncratic styles of individual teachers who draw on a limitless range of teaching styles, skills, materials and insights and use them in unique way. The lessons cover a range of subjects/curriculum areas which are by no means exhaustive but go some way towards showing that antiracism is not confined to certain subject areas but can and must be applied to all curriculum areas in the context of the school as whole. Primary school ‘A’ stresses the importance of the acquisition of the basic skills by pupils but not at the expense of the other aspects of the child’s education. The project was seen as having certain distinct benefits for all the children, the staff and the school at large, with special and specific benefits for bilingual children.
