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The teaching of Black history in England is not new. Beginning with the Supplementary School movement in the late 1960s, parents, teachers, and politicians have shaped how Black history is taught to school-aged children. However, 2020 ignited a new level of interest in how much Black history is taught in British schools and what we should be aiming for: a diversification or ‘decolonisation’ of the curriculum? The article argues that, despite this increased interest, there is still much progress to be made. Bringing experience from teaching in schools into conversation with Black and decolonial thinkers, I offer a potential way forward for the teaching of Black history, even in this fraught political landscape. By weaving Black history throughout the school curriculum, recognising the power of stories but not shying away for complex concepts such as race and empire, we can move closer to teaching the Black history that the nation's children deserve.

Diversifying or Decolonising: How Do We Teach Black History?