so education which Lee is it education has always been a massive passion of
has always been a massive passion of
has always been a massive passion of mine
mine
mine I’ve always loved learning about these
I’ve always loved learning about these
I’ve always loved learning about these things thinking critically and
things thinking critically and
things thinking critically and challenging the world around me
challenging the world around me
challenging the world around me however formal education could often
however formal education could often
however formal education could often curb that love and enthusiasm that we
curb that love and enthusiasm that we
curb that love and enthusiasm that we see in so many young people and for me
see in so many young people and for me
see in so many young people and for me it definitely did as a young black kid
it definitely did as a young black kid
it definitely did as a young black kid growing up in South East London I
growing up in South East London I
growing up in South East London I attended one of the worst schools in my
attended one of the worst schools in my
attended one of the worst schools in my area and so as you can imagine my early
area and so as you can imagine my early
area and so as you can imagine my early education was probably a sector Soren’s
education was probably a sector Soren’s
education was probably a sector Soren’s but not necessarily in the ways that you
but not necessarily in the ways that you
but not necessarily in the ways that you may assume it was for many of the same
may assume it was for many of the same
may assume it was for many of the same reasons that my friends who attended
reasons that my friends who attended
reasons that my friends who attended some of the most privileged institutions
some of the most privileged institutions
some of the most privileged institutions in the country also had to endure it was
in the country also had to endure it was
in the country also had to endure it was the coupling of low expectations for
the coupling of low expectations for
the coupling of low expectations for students of color with an
students of color with an
students of color with an unrepresentative curriculum which had
unrepresentative curriculum which had
unrepresentative curriculum which had its base in the pain of colonialism what
its base in the pain of colonialism what
its base in the pain of colonialism what I mean is that even though I went to a
I mean is that even though I went to a
I mean is that even though I went to a bad school I was one of those students
bad school I was one of those students
bad school I was one of those students that were still achieving quite well yet
that were still achieving quite well yet
that were still achieving quite well yet teachers still put up this ceiling of
teachers still put up this ceiling of
teachers still put up this ceiling of achievement for me I have learning
achievement for me I have learning
achievement for me I have learning difficulties I’ve got dyslexia and
difficulties I’ve got dyslexia and
difficulties I’ve got dyslexia and dyspraxia however every time I tried to
dyspraxia however every time I tried to
dyspraxia however every time I tried to broach this conversation with any of the
broach this conversation with any of the
broach this conversation with any of the teachers at my school they would just
teachers at my school they would just
teachers at my school they would just brush it under the carpet and tell me
brush it under the carpet and tell me
brush it under the carpet and tell me not to worry about it and I didn’t have
not to worry about it and I didn’t have
not to worry about it and I didn’t have it I mean I don’t know what made them
it I mean I don’t know what made them
it I mean I don’t know what made them educational psychologists overnight but
educational psychologists overnight but
educational psychologists overnight but as a young person you’re taught to
as a young person you’re taught to
as a young person you’re taught to listen to your teachers accept what they
listen to your teachers accept what they
listen to your teachers accept what they have to say and just leave at that so I
have to say and just leave at that so I
have to say and just leave at that so I did but upon reflection I can see that
did but upon reflection I can see that
did but upon reflection I can see that that was that ceiling of achievement
that was that ceiling of achievement
that was that ceiling of achievement that they had in store for me that
that they had in store for me that
that they had in store for me that because I was already exceeding the
because I was already exceeding the
because I was already exceeding the expectations that they had set for me
expectations that they had set for me
expectations that they had set for me they couldn’t conceptualize anything
they couldn’t conceptualize anything
they couldn’t conceptualize anything else as holding me back from that so is
else as holding me back from that so is
else as holding me back from that so is that what we call unconscious bias I
that what we call unconscious bias I
that what we call unconscious bias I always think this term unconscious bias
always think this term unconscious bias
always think this term unconscious bias is quite funny actually
is quite funny actually
is quite funny actually I feel like using the word unconscious
I feel like using the word unconscious
I feel like using the word unconscious is a way of absorbing our source of any
is a way of absorbing our source of any
is a way of absorbing our source of any guilt because due to the prejudices that
guilt because due to the prejudices that
guilt because due to the prejudices that so many people are complicit in which
so many people are complicit in which
so many people are complicit in which are in fact racist sexist homophobic a
are in fact racist sexist homophobic a
are in fact racist sexist homophobic a blisters
blisters
blisters and so forth but we use the word our
and so forth but we use the word our
and so forth but we use the word our conscience because that means that we
conscience because that means that we
conscience because that means that we don’t have to actually confront the
don’t have to actually confront the
don’t have to actually confront the structural inequalities that exist in
structural inequalities that exist in
structural inequalities that exist in our society and that’s so many of us
our society and that’s so many of us
our society and that’s so many of us take part in and we don’t have to
take part in and we don’t have to
take part in and we don’t have to confront how many teachers and academics
confront how many teachers and academics
confront how many teachers and academics look at their students of color with a
look at their students of color with a
look at their students of color with a perception of less hope and less ability
perception of less hope and less ability
perception of less hope and less ability however contrary to popular opinion
however contrary to popular opinion
however contrary to popular opinion we’re intelligent as hell even though we
we’re intelligent as hell even though we
we’re intelligent as hell even though we look like this we speak like this we are
look like this we speak like this we are
look like this we speak like this we are like this it just means that we’re
like this it just means that we’re
like this it just means that we’re dangerous and so it’s because of these
dangerous and so it’s because of these
dangerous and so it’s because of these biases that we see so many students of
biases that we see so many students of
biases that we see so many students of color underachieving
color underachieving
color underachieving nationally the statistic stands at about
nationally the statistic stands at about
nationally the statistic stands at about 16 percent that’s 16 percent of students
16 percent that’s 16 percent of students
16 percent that’s 16 percent of students of color are less likely to achieve what
of color are less likely to achieve what
of color are less likely to achieve what is known as a good degree at university
is known as a good degree at university
is known as a good degree at university then their white counterparts despite
then their white counterparts despite
then their white counterparts despite entering university with the same a
entering university with the same a
entering university with the same a level exit grades I’ll put this down to
level exit grades I’ll put this down to
level exit grades I’ll put this down to institutional racism however I don’t
institutional racism however I don’t
institutional racism however I don’t want to get too bogged down in having to
want to get too bogged down in having to
want to get too bogged down in having to use facts and figures to exemplify why
use facts and figures to exemplify why
use facts and figures to exemplify why we need to change our education system
we need to change our education system
we need to change our education system and why it’s unequal because I do
and why it’s unequal because I do
and why it’s unequal because I do believe that we could get to a position
believe that we could get to a position
believe that we could get to a position that there tainment gap no longer
that there tainment gap no longer
that there tainment gap no longer existed but that does not mean for one
existed but that does not mean for one
existed but that does not mean for one moment that inequality has ceased to
moment that inequality has ceased to
moment that inequality has ceased to exist in our education system
exist in our education system
exist in our education system it rather means that so many students of
it rather means that so many students of
it rather means that so many students of color have had to develop coping
color have had to develop coping
color have had to develop coping mechanisms coping mechanisms that no
mechanisms coping mechanisms that no
mechanisms coping mechanisms that no student should have to build so if back
student should have to build so if back
student should have to build so if back to that question what is education
to that question what is education
to that question what is education I always think people take education to
I always think people take education to
I always think people take education to be one constitute concept and that is
be one constitute concept and that is
be one constitute concept and that is learning and we often manage to omit the
learning and we often manage to omit the
learning and we often manage to omit the thinking aspects of education and I do
thinking aspects of education and I do
thinking aspects of education and I do believe that education takes just as
believe that education takes just as
believe that education takes just as much if not more thinking and critical
much if not more thinking and critical
much if not more thinking and critical challenging than it does learning and
challenging than it does learning and
challenging than it does learning and consuming knowledge I feel that in this
consuming knowledge I feel that in this
consuming knowledge I feel that in this country we almost fear young people
country we almost fear young people
country we almost fear young people genuinely thinking thinking outside of
genuinely thinking thinking outside of
genuinely thinking thinking outside of the box thinking critically thinking
the box thinking critically thinking
the box thinking critically thinking outside of Western
outside of Western
outside of Western thinking in a way that may disrupt white
thinking in a way that may disrupt white
thinking in a way that may disrupt white supremacy and I think that this is
supremacy and I think that this is
supremacy and I think that this is problematic
problematic
problematic you see colonialism wasn’t just a
you see colonialism wasn’t just a
you see colonialism wasn’t just a physical brutality and theft of Lanna
physical brutality and theft of Lanna
physical brutality and theft of Lanna resource it was also the intellectual
resource it was also the intellectual
resource it was also the intellectual colonialism’s of the minds of the
colonialism’s of the minds of the
colonialism’s of the minds of the colonial subjects it was the project to
colonial subjects it was the project to
colonial subjects it was the project to make an ash ante King the vulnerable and
make an ash ante King the vulnerable and
make an ash ante King the vulnerable and obedient subjects of whiteness the Sun
obedient subjects of whiteness the Sun
obedient subjects of whiteness the Sun has not set on the British Empire and
has not set on the British Empire and
has not set on the British Empire and one of that one of the places that that
one of that one of the places that that
one of that one of the places that that is most pronounced is within our
is most pronounced is within our
is most pronounced is within our education system education crafts the
education system education crafts the
education system education crafts the people that lead our society socially
people that lead our society socially
people that lead our society socially politically industrially economically
politically industrially economically
politically industrially economically and so on and so forth however what
and so on and so forth however what
and so on and so forth however what often goes unchallenged is that ideals
often goes unchallenged is that ideals
often goes unchallenged is that ideals the beliefs and the histories that
the beliefs and the histories that
the beliefs and the histories that underpin this education system
underpin this education system
underpin this education system let’s take Kent for example Immanuel
let’s take Kent for example Immanuel
let’s take Kent for example Immanuel Kant as a philosophy student or if
Kant as a philosophy student or if
Kant as a philosophy student or if there’s any philosophy students in here
there’s any philosophy students in here
there’s any philosophy students in here you probably know who Cantus Kant is
you probably know who Cantus Kant is
you probably know who Cantus Kant is known as one of the fathers of modern
known as one of the fathers of modern
known as one of the fathers of modern morality and when the founders of the
morality and when the founders of the
morality and when the founders of the concept of universal human rights well
concept of universal human rights well
concept of universal human rights well what if I told you that this same man
what if I told you that this same man
what if I told you that this same man was a racist and saw black people as
was a racist and saw black people as
was a racist and saw black people as less than human the general liberal
less than human the general liberal
less than human the general liberal argument to that would be to say that
argument to that would be to say that
argument to that would be to say that okay yes can’t believe this however most
okay yes can’t believe this however most
okay yes can’t believe this however most people did at that time so it doesn’t
people did at that time so it doesn’t
people did at that time so it doesn’t really matter that much and we can just
really matter that much and we can just
really matter that much and we can just extend his arguments to mean everybody
extend his arguments to mean everybody
extend his arguments to mean everybody that we now take on to the notion of
that we now take on to the notion of
that we now take on to the notion of humanity however I don’t believe that
humanity however I don’t believe that
humanity however I don’t believe that that answer is doing some deeply pivotal
that answer is doing some deeply pivotal
that answer is doing some deeply pivotal things it’s not questioning how somebody
things it’s not questioning how somebody
things it’s not questioning how somebody who was racist who conceived of
who was racist who conceived of
who was racist who conceived of universal human rights it asked us
universal human rights it asked us
universal human rights it asked us questions such as how deeply is racism
questions such as how deeply is racism
questions such as how deeply is racism actually institutionalized within our
actually institutionalized within our
actually institutionalized within our country and how much we don’t understand
country and how much we don’t understand
country and how much we don’t understand about philosophy so we also need to
about philosophy so we also need to
about philosophy so we also need to Burke into a question the way that we
Burke into a question the way that we
Burke into a question the way that we look at art let me ask you a question
look at art let me ask you a question
look at art let me ask you a question what is the difference between
what is the difference between
what is the difference between Shakespeare and storm Z in my opinion
Shakespeare and storm Z in my opinion
Shakespeare and storm Z in my opinion there’s not much
there’s not much
there’s not much hopefully have one assistant but there’s
hopefully have one assistant but there’s
hopefully have one assistant but there’s no reason that we shouldn’t be able to
no reason that we shouldn’t be able to
no reason that we shouldn’t be able to learn dorms ease intricate important
learn dorms ease intricate important
learn dorms ease intricate important powerful work in the lecture theaters
powerful work in the lecture theaters
powerful work in the lecture theaters across this campus in the same way that
across this campus in the same way that
across this campus in the same way that we learn Shakespeare’s poetry those that
we learn Shakespeare’s poetry those that
we learn Shakespeare’s poetry those that don’t know storm Z is a UK Graham artist
don’t know storm Z is a UK Graham artist
don’t know storm Z is a UK Graham artist and a rapper however I believe it is a
and a rapper however I believe it is a
and a rapper however I believe it is a colonial bias that stops this from
colonial bias that stops this from
colonial bias that stops this from happening
happening
happening it’s the colonial bias that means that
it’s the colonial bias that means that
it’s the colonial bias that means that some forms of arts are more valued than
some forms of arts are more valued than
some forms of arts are more valued than others I recently wrote a paper for my
others I recently wrote a paper for my
others I recently wrote a paper for my Master’s looking at intersectional
Master’s looking at intersectional
Master’s looking at intersectional feminism and I took it a little bit
feminism and I took it a little bit
feminism and I took it a little bit left-field I argued that young black
left-field I argued that young black
left-field I argued that young black British men in this country have been
British men in this country have been
British men in this country have been using intersectional feminism for a long
using intersectional feminism for a long
using intersectional feminism for a long time through UK Graham and rap to speak
time through UK Graham and rap to speak
time through UK Graham and rap to speak about black British motherhood a topic
about black British motherhood a topic
about black British motherhood a topic that is hardly ever broached so tonight
that is hardly ever broached so tonight
that is hardly ever broached so tonight I really want to challenge the way that
I really want to challenge the way that
I really want to challenge the way that you see education and do a little
you see education and do a little
you see education and do a little something I want to be part of the
something I want to be part of the
something I want to be part of the revolution never the institution when I
revolution never the institution when I
revolution never the institution when I spit bars on my teens they be loosened
spit bars on my teens they be loosened
spit bars on my teens they be loosened it’s a true thing that I’m a product of
it’s a true thing that I’m a product of
it’s a true thing that I’m a product of my environment and Namur see it’s treat
my environment and Namur see it’s treat
my environment and Namur see it’s treat that my environment is violence but not
that my environment is violence but not
that my environment is violence but not just violence in the conventional kind
just violence in the conventional kind
just violence in the conventional kind of way more than fist pumps in a
of way more than fist pumps in a
of way more than fist pumps in a conventional kind of places because we
conventional kind of places because we
conventional kind of places because we do learn knowledge and that convicting a
do learn knowledge and that convicting a
do learn knowledge and that convicting a kind of way and that’s the flippin
kind of way and that’s the flippin
kind of way and that’s the flippin violence colonize my mind people who
violence colonize my mind people who
violence colonize my mind people who look like me in silence the Rays from
look like me in silence the Rays from
look like me in silence the Rays from your history books saying send
your history books saying send
your history books saying send technology and please oh god don’t get
technology and please oh god don’t get
technology and please oh god don’t get me started on philosophy Plato Aristotle
me started on philosophy Plato Aristotle
me started on philosophy Plato Aristotle even Socrates who came to black people
even Socrates who came to black people
even Socrates who came to black people to learn what they preached but white
to learn what they preached but white
to learn what they preached but white men were given all the credit histories
men were given all the credit histories
men were given all the credit histories be manipulated with edits all in the
be manipulated with edits all in the
be manipulated with edits all in the name of white supremacy I hope you get
name of white supremacy I hope you get
name of white supremacy I hope you get it so check it roads must fall by the
it so check it roads must fall by the
it so check it roads must fall by the bankers door rule they gave us free
bankers door rule they gave us free
bankers door rule they gave us free acres of outlaw new slavery slavery is
acres of outlaw new slavery slavery is
acres of outlaw new slavery slavery is over ever taught black in Britain is
over ever taught black in Britain is
over ever taught black in Britain is never given a for they teach our
never given a for they teach our
never given a for they teach our teachers in touching me and feed us lads
teachers in touching me and feed us lads
teachers in touching me and feed us lads of this system that’s just their means
of this system that’s just their means
of this system that’s just their means are some questioning young black Brits
are some questioning young black Brits
are some questioning young black Brits to accept the situation and never
to accept the situation and never
to accept the situation and never challenge it liberal democracies a man
challenge it liberal democracies a man
challenge it liberal democracies a man made miss borders nations for whole lot
made miss borders nations for whole lot
made miss borders nations for whole lot of it they came into our homes wreaked
of it they came into our homes wreaked
of it they came into our homes wreaked killing pillaged yet we’re the ones they
killing pillaged yet we’re the ones they
killing pillaged yet we’re the ones they don’t want in Britain Empire Empire so
don’t want in Britain Empire Empire so
don’t want in Britain Empire Empire so bloody great we gave you education and
bloody great we gave you education and
bloody great we gave you education and don’t forget latrines we civilized you
don’t forget latrines we civilized you
don’t forget latrines we civilized you bored in a chalk knife and a fork but
bored in a chalk knife and a fork but
bored in a chalk knife and a fork but don’t want to talk but I’m sorting me
don’t want to talk but I’m sorting me
don’t want to talk but I’m sorting me lost who just products to their British
lost who just products to their British
lost who just products to their British Empire where the Sun never sets those
Empire where the Sun never sets those
Empire where the Sun never sets those foot to inspire but they’d humanized
foot to inspire but they’d humanized
foot to inspire but they’d humanized everybody with a shame so doc why do you
everybody with a shame so doc why do you
everybody with a shame so doc why do you think people of color have it so damn
think people of color have it so damn
think people of color have it so damn hard they all still benefit of the
hard they all still benefit of the
hard they all still benefit of the heinous trends of the British Empire
heinous trends of the British Empire
heinous trends of the British Empire that colonial Sun still shines
thank you so decolonize your minds and
thank you so decolonize your minds and you no longer would have just heard it’s
you no longer would have just heard it’s
you no longer would have just heard it’s car from South East London trying to
car from South East London trying to
car from South East London trying to spit some words at TEDx book you will
spit some words at TEDx book you will
spit some words at TEDx book you will have heard poetry you will have heard
have heard poetry you will have heard
have heard poetry you will have heard deep critical inquiry you will have
deep critical inquiry you will have
deep critical inquiry you will have heard the results of years or critical
heard the results of years or critical
heard the results of years or critical reading you will have heard concepts as
reading you will have heard concepts as
reading you will have heard concepts as important and changing as homo
important and changing as homo
important and changing as homo nationalism and neocolonialism you will
nationalism and neocolonialism you will
nationalism and neocolonialism you will have heard intricate references to
have heard intricate references to
have heard intricate references to Rousseau in social contract theory you
Rousseau in social contract theory you
Rousseau in social contract theory you win a fight philosophy you will have
win a fight philosophy you will have
win a fight philosophy you will have heard wordplay you will have heard
heard wordplay you will have heard
heard wordplay you will have heard somebody who is armed with a deeply
somebody who is armed with a deeply
somebody who is armed with a deeply critical mind you will have heard
critical mind you will have heard
critical mind you will have heard somebody who is pleased with a diasporic
somebody who is pleased with a diasporic
somebody who is pleased with a diasporic sense of lost you will have heard a
sense of lost you will have heard a
sense of lost you will have heard a vehicle towards changing our education
vehicle towards changing our education
vehicle towards changing our education system so the Enlightenment period was a
system so the Enlightenment period was a
system so the Enlightenment period was a massive turning point in history but
massive turning point in history but
massive turning point in history but just look around the world today
just look around the world today
just look around the world today progress in the liberal sense of the
progress in the liberal sense of the
progress in the liberal sense of the term just simply isn’t coming about I
term just simply isn’t coming about I
term just simply isn’t coming about I truly believe that we need to begin
truly believe that we need to begin
truly believe that we need to begin allowing young people to think as
allowing young people to think as
allowing young people to think as broadly as they can because I think we
broadly as they can because I think we
broadly as they can because I think we can see something even more socially
can see something even more socially
can see something even more socially changing and Malak magnificent as the
changing and Malak magnificent as the
changing and Malak magnificent as the Enlightenment period we must all work
Enlightenment period we must all work
Enlightenment period we must all work together towards a free and liberated
together towards a free and liberated
together towards a free and liberated education system one that is decolonized
education system one that is decolonized
education system one that is decolonized and no longer centers knowledge solely
and no longer centers knowledge solely
and no longer centers knowledge solely produced in the West we must transform
produced in the West we must transform
produced in the West we must transform education
”
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