Ex-pupils urge JFS to ‘decolonise’ its curriculum
OVER 550 former students of JFS have signed an open letter demanding that the school implement a “decolonised national British curriculum.”
The petition was created on Monday by two former JFS students, Ella Davis Oliveck, who graduated in 2013, and Jacob Middleburg, who graduated in 2015.
The letter read: “As we reflect upon our education with you, we feel we have been provided with a predominantly white education that has left many of us ignorant to the structural racism and injustices that Black, Indigenous and People of Colour (BIPOC) face in Britain and beyond.”
It asked that headteacher Rachel Fink and the JFS senior leadership team reform the school’s approach to the teaching of history, urging an “honest portrayal of the British Empire and the slave trade.”
The open letter also urged JFS to undertake a “decolonisation of literature” on its English curriculum and to incorporate a broader slate of black British and postcolonial texts so as to equip students with the means to discuss “race and race relations in our society”.
The petition suggested three further reforms to JFS teaching, including the hosting of “workshops and talks” on race issues, a shake-up of Jewish Studies to include the experiences and cultures of Ethiopian, Mizrahi, Sephardi and Yemenite Jews and diversifying the voices in music, art and drama classes.
The letter argued that standing in solidarity with the Black Lives Matter movement after the killing of George Floyd in Minnesota in May, was of particularly importance for Jewish schools. “If we are to expect other groups to stand with us in a fight against antisemitism then we must stand with them,” it said.
JFS responded: “Over recent years we have redoubled our efforts to ensure that our curriculum covers may areas that may have been missing from the education received by the signatories of the open letter.
“JFS of 2020 is a very different place to that of the past and our focus on aspects of black history, the civil rights movement and advancement of black rights is a core part of our renewed focus on interfaith dialogue and promoting positive engagement.
“Beyond relevant topics taught in the classroom students have the opportunity to engage with students and guests from other communities including prominent feminist, Muslim and black speakers including most recently Baroness Doreen Lawrence. We will continue to ensure our students receive a wellrounded and honest education.”