History suggests that the disillusioned and the disaffected do not readily take to the streets nor man the barricades to defend a system that failed to defend them.
David OlusogaRead
I never had a black teacher or lecturer, I never once met a black British person who held any sort of professional or managerial role.
Interpretation
The quote highlights the lack of representation of black individuals in educational and professional settings.
David Olusoga's quote reflects a personal experience that underscores the systemic absence of black professionals in academia and leadership roles, which can perpetuate a narrow worldview and limit the aspirations of young black individuals. By sharing this observation, he illuminates the importance of diversity in educational environments and the significant impact that role models can have on shaping the future of underrepresented communities.
In practice
In a discussion about the importance of diverse role models in education.
History suggests that the disillusioned and the disaffected do not readily take to the streets nor man the barricades to defend a system that failed to defend them.
No matter that you're a British citizen, no matter that you were born here - your skin colour means you do not have the same rights as others to express critical opinions about your own country.
Public buildings, built from the rates and taxes paid by past generations, are being auctioned off by impoverished councils who need the money to pay the redundancies of workers they can no longer afford to employ. Many of these grand Victorian buildings will be turned into flats that most people will never be able to afford.
Black history is a series of missing chapters from British history. I'm trying to put those bits back in.
We nonchalantly expect that next year's smartphone will be faster and better than this year's, yet we struggle to imagine that society and our lives could progress at anything like the pace at which technology advances and we meekly accept it when things go backwards.
Our national history cannot be national if, in the near future, one in three young adults feels their stories remain untold, if this country's long global history of empire and interconnections is marginalised and if the historical reality of race is rendered almost invisible.
In talking with scholars, I observe that they lost on ruder companions those years of boyhood which alone could give imaginative literature a religious and infinite quality in their esteem.
Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
Men we shall have only as we make manhood the object of the work of the schools - intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it - this is the curriculum of that Higher Education which must underlie true life.
Many problems are so complex that even if we had the money to fix them, we wouldn't know how to do it. Fixing inner-city schools, reducing obesity, creating peace in the Middle East are just a few examples.
We, as we read, must become Greeks, Romans, Turks, priest and king, martyr and executioner; must fasten these images to some reality in our secret experience, or we shall learn nothing rightly.
Time passes slowly. Nobody says a word, everyone lost in quiet reading. One person sits at a desk jotting down notes, but the rest are sitting there silently, not moving, totally absorbed. Just like me.
Subscribe for the occasional hand-picked quote. No noise.