You say Beigels and I say Jalebis – a post for The Partition Education Group

This was written for a guest blogpost for the Partition Education Group. The Partition Education Group is an organisation working to include Partition, South-Asian & British colonial history into education within the UK. To read it there – and to see their other great work – click here.


I grew up with the story of Partition because it was part of my family creation story.

It was why my grandparents had taken their children to Britain. The deep impression of this fracture and the effects of colonialism are as much part of their baggage as the spices my Grandmother packed for the journey.

Map of India created using postage stamps
From a map of India made with Postage Stamps, by Eylan Ezekiel

My parents met in the East End of London, in the early 1960s. A love story despite many barriers: Mum’s family were working class, pale-skinned Eastenders and Dad’s family were recent migrants from India, Brown and upper middle class.  While the idea of a pale-skinned, European Jew marrying an Indian man might have been shocking enough at that time, what also caused a stir was that my Dad’s family were actually also Jewish. 

My Ashkenazi Jewish (Eastern European heritage) family, like most people even now,  were blighted by ignorance of the Jews of India – a history going back over 2,000 years, and fractured by Partition. 

There have been Jewish communities in the Indian subcontinent since the time of King Solomon’s temple in Jerusalem. For over a thousand years, these Jews lived as part of the diversity of faith and practice in the busy communities of the Malabar and Maharashtran coastal regions.

It was only with the arrival of the East India Company and European colonialism that the Jews of India were ‘discovered’ by Jews from Europe. Though there was a lot of change, they flourished. This integration was made physical in the village of Chendamangalam, in Kerala; where a Hindu temple, a Syrian Christian church, a mosque and a synagogue were built alongside each other to display the diversity and harmony that was possible in India. 

By 1948, Indian Jews – from the Bene Israel community (which my family is from), the Baghdadi Jews and the Cochin Jews  numbered over 20,000. While these numbers might seem smalll in the scale of the wider population – it was enough for Jews to be a major part of pre-Partition civil society – many holding civic roles. My family has roots in Pune, Mumbai and Karachi – many of which were connected to the British Raj and trade with the wider Empire. 

So, when the plan for Partition was announced, it was not surprising that my Grandfather, one of the senior managers in the Victoria Terminus train station – was required to help plan moving the millions of families by rail.

My grandfather proudly spoke of being in meetings with both Gandhi and Mountbatten, facing the unfurling tragedy with bureaucratic rigour, and attempting to coordinate with the new administration appearing across the Radcliffe Line – where his wife’s family lived – in Pakistan.

Pretty quickly, he, and most of the Jews in India, realised that the religious turmoil and violence that Partition had unleashed had removed the plurality of faiths in the subcontinent,and they felt unsafe. Coinciding, as it did (not by accident!) with the British contentious ‘withdrawal’ from Mandatory Palestine, most Indian Jews fled Partition India for the newly-formed State of Israel. 

Not all left, however, and many famous names in modern Indian history are Bene Israel – including the great poet Nissim Ezekiel ; Ezra Mir, part of the founding fathers of Bollywood; and Pramila, one of the many Jewish stars of the silver screen. 

My grandparents never really got over the Partition, and pined for all they had lost. Apart from their own loss, and the break in the religious harmony in their community, they did not leave struggle behind, facing racism and prejudice in their new homes. My grandfather fought for recognition and equality for Black and Brown Jews in the UK and in Israel – meeting the President and Prime Minister of Israel to make the case for acceptance of Indian Jews, in religious and secular law.

So, my parents’ marriage in London was, in many ways, a new beginning for my Partition-riven family, building a new bridge to the European Jews in London, finding acceptance, and new hope in grandchildren. To honour my grandparent’s story, I am initiating a project to raise awareness of Black and Brown Jewish stories – including those from India. We are creating educational resources, and I am currently recording for a new podcast called “Who Jew Think You Are?”. I’d love to hear from more people who can relate to these experiences – via this form or by contacting me via Twitter.  

The Eurocentric view of Jews as White and European is hugely problematic, not just because of the racism and antisemitism that is so often attached. It also obscures the evidence of religious harmony, without persecution, that Jews – and other faiths – were able to enjoy before Partition in India. 

The Jews of India – and the loss of this community after Partition – belongs as part of any project to explore the massive impact of this part of world history because it offers a model of hope for the future. 

As with so many ‘postcolonial’ countries, India, Pakistan and Israel are in the thrall of religious extremists and demagogues. As such, it is more important than ever to remind ourselves that the division they sow is not inevitable. My mixed heritage is part of that hope. My connection to the faiths and stories of India, Pakistan and Israel; the inheritance to my own children in learning from the past, is part of the legacy of Partition. To do this, I hope this post dear reader, helps you broaden your own view to include the Jews of India.

We can retell our stories to include room for all. ‘And’ not ‘Or’; 

We are more luminous in how bright others glow; 

Our identities are more firmly rooted by connecting to our neighbours. 

Through learning more about Partition from Partition Education Group, I am closer to my family and my heritage.

Shalom aleichem, shalom aleinu!

Peace be upon you, Peace be upon us

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Inclusive British Jews

Please respond to this survey to get involved in a project about multi-ethnic British Jewish identities.

As a Jew of Bene Israel (Indian) heritage, I am looking to hear from other British Jews (or people with mixed heritage) who have identities beyond the Ashkenazi / Iberian Sephardi experience.

A photo from the 1970s of two older Indian grandparents and their grandson.
My grandparents and I in the 70s – All Rights Reserved

We want to explore these ‘hidden’ histories and explore Jewish identities beyond ‘Ashkenormativity‘.

Whether you are Mizrahi, Jewmaican, Beta Israel; practising or not; or describe yourself as both Black, Brown, Mixed AND if you also see yourself as a British Jew, we’d love to hear from you.

We are looking to explore Jewish inclusivity by doing the following:

  • Creating (non-commercial) resources for schools about these histories
  • An interview Podcast, exploring the complexities of identity, history and culture
  • Developing ideas and partnerships to share these experiences with museums and historians

Important Notes:
We have no opinion regarding religious practice. We recognise patrilineal Jewish identity – and if you feel it, you are always ‘Jewish enough’ for us. Equally, we are open to more orthodox voices.

At this time, we are not looking to collect and curate individual family histories.
Involvement would be voluntary and non-commercial – so no fees or payments are possible – at this time.

This work will explore issues of colonisation, racism, colourism, and tensions within the Jewish community, as well as beyond it. If you feel uncomfortable with these conversations – this might not be the right thing for you.
We will try to stay clear of issues around Palestinian/Israeli current affairs (for obvious reasons!).

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Rewilding the workplace – Hedgefoxes and Trophic Cascades

We’ve got too many hedgehogs. Not in our gardens, where they are disappearing at an alarming rate. There are too many hedgehogs in our workplaces. 

Before I go any further, I love hedgehogs. One of my dearest friends, Hugh Warwick is a hedgehog about hedgehogs – an ecologist, author, activist, and presenter who uses his deep understanding of these well loved creatures to help us care more for the rich ecosystems around us.

When I say he is hedgehog-like  I’m referring to  “A fox knows many things, but a hedgehog knows one big thing” as the Ancient Greek poet Archilochus wrote.  

 In the well-trodden binary debate, given new life by the famous  Isaiah Berlin’s essay , and now reinforced by the many articles posted on Linkedin and other places, there is a simplistic view of people either being Hedgehogs or Foxes.

Image adapted from https://kylascanlon.com/2020/09/11/the-paradox-of-societal-polarization-we-are-all-hedgefoxes/

There are even some more helpful framings, such as this one looking at how foxes and hedgehogs can support each other in product development.

There are even some more helpful framings, such as this one looking at how foxes and hedgehogs can support each other in product development.

However, this reductive and binary view (spun out by Berlin more as a party game, rather than a serious categorisation) has become solidified into something less fun. Whether we like it or not (and I don’t) the modern economy has not only adopted this division, but decided that it’s also a good/bad dichotomy- where hedgehogs are good and foxes are bad.

The vast majority of jobs are increasingly specialised and mechanised – where, even in white-collar roles, we are production lines. We are selected, and trained (in school and in the work place) to be hedgehogs.  Behavioural specificity is not only encouraged, it’s actively selected/recruited for. For example, in publishing, editorial folk are valued for detail, focus and compliance.

In the search for efficiency, value for money, and growth – key principles for most organisational leaders – on the basis that it’s far easier to organise a set of specialists, and outcomes are far more predictable.

Except, that’s not true. Like monocultures of all kinds, #DiversityWins for productivity, resilience and responsiveness. Organagrams force people into silos, and too often management processes keep them there. Although this system can function, it rarely flourishes.

Not only because ‘hedgehog’ specialists need more space, but because this system keeps out foxes. And without foxes: ranging across domains, omnivorous and curious; the cross fertilization needed for healthy growth just can’t happen. This is backed up by scientific observation of ecosystems.

A trophic cascade is what happens when an ecosystem is out of balance, often caused by the removal of a predator. An example of this is the removal of wolves, and the damage that deer can cause without an apex predator (more examples here)

In our workplaces, we’ve pushed out the foxes, into the wild. As Mark Barthelemy was saying earlier this week, “Generalists, who cross over the boundaries of many disciplines, are difficult to put into a box”.  Mark points out that those who don’t ‘fit’ find themselves labelled ‘consultants’ – bought in to do the weird thing of thinking across departments, or bringing in learning from other sectors, or even reshaping boundaries.

Instead, we have the awkward sight of hedgehog leaders, promoted into generalist roles, trying to behave like foxes. You know what I mean: sales experts trying to lead product teams, engineers trying to manage and inspire designers, public relations specialists guiding the work of compliance officers. In other words, you have hedgehogs in fox clothing – Hedgefoxes, if you like.


More rarely, you might find a fox in a role where they are forced to focus on one thing. Foxhogs, perhaps. Just as in the other situation, the skin doesn’t fit and inevitably, if a fox’s true nature isn’t given space and valued, they’ll be quicker than a hedgehog to move on. 

If it’s not already obvious – in this system, I’m a fox. Although I have acquired deep expertise, I don’t see myself as an expert – and as soon as I have understood the landscape of something, I am on to the next thing, making connections, backtracking to earlier discoveries, cross-fertilising ideas as I go.

 
So, here I am, freelance again, a fox for hire. If I could, for so many reasons, I’d rather be part of a team, but until we rewild the workplace, I am happier and more productive roaming free.

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4 Pitfalls for Curriculum Publishing

MAT / Curriculum leads: are you looking to share your curriculum. Here are four pitfalls to avoid,  to make it work for your team, avoid risk and maybe even help your budget!

My Four Publishing Pitfalls

1 – Reputational damage

2 – Quality failings

3 – Maintenance and management overload

4 – Distraction from teaching and learning

Over my 20 year career in educational publishing, I’ve reviewed, advised on and produced adaptations of thousands of hours of curriculum resources – including those of government agencies, expert teachers, and leading Multi Academy Trusts. 

However, the expertise to publish those resources has, traditionally, sat within big publishing houses. Since the pandemic, the model of Oak National, and with the rise of AI and other digital tools; this monopoly is breaking down. It’s never been easier to access the expertise to share your work with the world but it’s not without risks. But before we get to those – why might you be doing this?

OK – so your team has worked hard to make your curriculum work and you’ve evidence of impact for your community. Other school leaders have asked for you to share the resources and asked about professional development. You are clearly getting something right!  

  • Perhaps it delivers on your values around environmental issues – specifically, responding to the climate emergency as global citizens.
  • Perhaps you’ve created a way to bring diversity and representation into the learning in your community in a meaningful way.
  • Perhaps you’ve found a way to evolve the knowledge rich and cognitive science agenda to make meaningful steps forward.
  • Perhaps you have found a way to tackle the recruitment and retention of high quality staff through innovation in pedagogy, delivery and topic choice.

You’d like to publish it on a website or platform, and invite other MATs / Schools to use what you’ve created. Maybe it’s for the kudos, maybe it’s to help with recruitment, maybe it’s for extra income, maybe it’s to give something back to the wider system and profession. Maybe it’s something else or a combination of things. Whatever your driver, you’ll want to do a good job.

Whether you seek to charge for the Professional Development and Curriculum Resources your staff have created, or make it available for free; as soon as it ‘goes live’ beyond your organisation, you’ll need to professionalise your offer. While you have a team who can help to do a lot of this work, you know it’s not going to be easy

Pitfall 1 – Reputational damage

There are different types of risk on reputation – which are not hard to resolve in themselves – but can cause issues for staff, pupils, community, and even the organisation itself.

  • Content Errors – Whether it’s getting a date wrong, using the wrong exam specification, or mislabelling a diagram – these simple mistakes can be deeply embarrassing and undermine the trust in your expertise. 
  • Relevance and Representation – While the content of your curriculum might seem to work in your setting(s) have you considered the wider implications of (for example) not featuring enough female scientists in your references – both from fair challenge on Equality, Diversity and Inclusion from peers – but also the young people using your materials, and calling you out on it on social media? 
  • Legal and Compliance – It’s all too common for teachers to use an image, quote or graph from a source without checking the copyright first. That is fine within a school – but as soon as it is ‘distributed’ – the organisation can very quickly be exposed to highly litigious rights-holders. Also, #GDPR rules and data kept for the normal running of a school is different from that retained and managed for users of a service.
Photo by visuals on Unsplash

Pitfall 2 – Quality failings

Quality can cover a large number of issues and, if you have ever downloaded a resource you’ll recognise some of these: images that don’t print properly, boxes that are not big enough for children to write in, fonts that are not accessible, inconsistencies in style and features, a lack of editability, webpages that don’t link or load on mobile devices.  

These common problems can be managed through expertise from Editors : Designers : User Experience/eLearning  designers : Accessibility champions, and content producers.

Pitfall 3 – Maintenance and management overload

This is something I’ve seen from far too many organisations, including museums and galleries, as well as commercial edtech outfits, and schools. It’s not just a matter of putting the content out there and stepping away. Once you offer it as a product or service – you have a responsibility to your users (whether they pay money or not) to maintain and manage it.  

This means planning your resources, systems and processes,  and managing / communication expectations with your audience. It could be as easy as publishing everything under a #creativecommons licence and stepping away to allow a thousand blossoms to bloom, or a fully managed service, with customer service and support teams as well as regular updates to the content.

Looking ahead to decide how to navigate these questions is something too many organisations fail to do; worried more about whether the content will be good enough, rather than having the confidence to plan for others to want to keep on using it.

Photo by Luis Villasmil on Unsplash

Pitfall 4 – Distraction from teaching and learning

Perhaps the worst for any MAT leader to fall into, it’s also the hardest to avoid. Publishing content and offering a service to schools is not ‘rocket science’ and it can look like something that existing teams and experts within your organisation can do on top of their school leadership roles. At the risk of stating the obvious, this is often a huge mistake.

Staff, who have likely spent months, if not years, creating this curriculum, will feel deeply invested and want to see it thrive elsewhere. They might even offer to do loads of work to make it ready for publishing. Apart from maintaining the coherence and integrity of the approach – there might also be real value in harnessing this expertise to help other schools, by linking it to a Professional Development offer.

However, taking teachers and leaders away from their core purpose has a cost to your operation. During the pandemic lockdowns, many MATs and curriculum leaders rushed to share their exceptional content and – while this generosity can only be applauded – it often had a negative impact on their colleagues and the work with their setting. 

There are professionals adept and experienced in this work – better placed to support you to get this work done, without damaging the core work of your school. There are people ready to bring timely and appropriate expertise to help you achieve your goals.

There might be partners who’d be ideal to work with; such as technology providers,  third sector or art/culture organisations, or research grouping. Again, establishing and managing these relationships takes time and resources. 

Staying out of the pits

The good new is  there are people who can guide you over and around these four pitfalls. If you are looking for a guide, get in touch.

If you’ve been on this journey, or you have reflections or additions to this list (which isn’t even attempting to be exhaustive!) it would be great if you could comment here – so others can learn. I’d also appreciate your feedback. 

You can arrange a quick chat here or comment below. Thanks

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Why we perpetuate Climate Injustice in schools (written in collaboration with ChatGPT)

Photo by Kelly Sikkema on Unsplash

Imagine if even half the energy that has been put into thinking, debating and implementing ‘knowledge rich’ approaches and cognitive science informed pedagogy in the past 10 years had been directed towards a curriculum that seriously tackled the climate crisis we are in. What might you be doing differently?

Or, imagine if those pushing for a change in how we teach chose to make climate justice not just a feature of  their work and consideration, but the purpose. How much further might we have come?

Most of us are deeply concerned about our environment. According to Pearson’s Pearson Global Learner Survey in 2021 88% believe there is a more urgent need to educate people about climate issues than when they were in school . If this is true – why have we moved so little?

Of course, there are always demands on the curriculum and recent challenges regarding decolonisation and other justice issues have made some progress. But, as yet – as this Guardian article highlights – there is precious little energy being put into the one that can fairly hold all those justice issues together. A Climate Justice Rich curriculum is not just about preventing the climate catastrophe – it’s about tackling the barriers to a sustainable future that is inclusive of geography, gender, ethnicity, class, etc – and is fundamentally positive about the future. 

However, there seems to be an unwritten rule that we can only tinker with one part of the school system at a time. Of course, if the emergency we are in wasn’t so existential, that’d be depressing enough. But, I guess that’s not unlike our societal refusal to look at the problem. In the current BBCRadio4 series, Amol Rajan interviewed experts about the Behaviour and Communication of our climate crisis, where Megan Kennedy-Woodward listed the 4Ds that seem to be a barrier to clear thinking.

Distance – “Yes, it’s a big problem – but far away and not yet for me; just the polar bears”

Denialism – “Nope, it’s not happening, and evidence won’t make me change my mind”

Dissonance – “What I know about Climate Justice doesn’t fit with how I live and what I see”

Defeatism – “It’s too late, we messed it up, so there’s no point making my life harder” 

These headings work to describe the inertia in education, as well as wider society and us as individuals in tackling the scale of the challenge – but we have other familiar obstacles to compound and confound efforts to make change:

  • Lack of resources: Schools do not have the resources, such as funding for new resources or trained teachers, to develop and implement a decarbonized curriculum. This is especially true in the current economic climate. 
  • Resistance from stakeholders: Some stakeholders, such as parents, teachers, or school governance boards, may resist the implementation of a decarbonized curriculum. They may argue that it is not the role of schools to address political or controversial issues, or that the curriculum should focus on more traditional subjects. The reasons for this resistance might be one or all of the 4Ds listed above
  • Limited time: Schools have a limited amount of time to cover all of the required subjects, and adding new topics to the curriculum is challenging. There may be concerns about sacrificing the time and resources devoted to other subjects in order to incorporate climate education.
  • Lack of common standards: There is a lack of clear guidelines, curriculum leadership or standards for what should be included in a Decarbonized Curriculum  focussed on Climate Justice, which can make it difficult for schools to know where to start. There is no agreement or progress from those involved in qualifications and assessments – which is a major disincentive to changing what is taught.
  • Political pressure: Schools have faced political pressure to avoid certain topics or viewpoints related to climate change. This makes it difficult for them to develop and implement change, without risking approbation from Ofsted .


Given the multiple pressures on school/MAT/curriculum leaders I can imagine the multiple reasons why you might not want to make fundamental changes to the working conditions of your staff and the learning in your community – even before you consider the energy involved in pushing past the 4Ds.

And, that pressure to change and do better shouldn’t sit on those with the responsibility to care for children alone. It sits with all of us – and requires genuine leadership from our political class (which is sadly lacking in systems infected by Populism, Polarisation and Post-truth). But our politicians need to see the change in education for Climate Justice, to see the impact, to get behind it.

The one area I have some capability and expertise in is in enabling the production of content and services for schools that promote Climate Justice – so I am focusing my energy there.

These posts are intended to provoke a discussion: because the more we talk openly and honestly about not only how huge the issues are AND how exciting and essential the opportunities are in making a change – the quicker we can not only imagine a more sustainable world,  but the quicker we’ll get there.

If you have capacity, expertise and interest in a Curriculum for Climate Justice – or you know organisations or people I could connect with who do – please let me know in the comments below (so others can find the same information!) .

Let’s create the educational change for climate justice we want to see, NOW.

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Decarbonising Curriculum Content: Food

Resource for learning from Twinkl called ' Where does food come from?" showing pigs, sheep. chickens, and a cow being milked by a smiling male farmer. There are captions for eggs and milk on the left hand side.

Alongside the decolonisation of what we teach in schools, we need to urgently decarbonise our curriculum. There is so much great work going on in schools to promote climate justice – but very little change in the materials going into schools. I’ve made a start on how we might change that, looking at ‘Food’ as an example.  

Educational resources – the ‘content’ used for learning – need radical change to reflect, not only the extent of the climate crisis, but also the potential and opportunities in living more sustainably. Over the past five years, I’ve spent a lot of time learning and improving DE&I in educational content, and I am now turning my attention to how we can decarbonise our curricula.

This post is a provocation, not a polemic. I am not trying to change minds, but show how much more could  be done. I am not an expert on either climate change, sustainable technology, or even environmental education: and will always listen and defer to those who are. I’ll confess that much of my thinking has been pushed by reading and discussing George Monbiot’s ‘Regenesis’: partly because it’s the first book on this topic where I’ve come away feeling hope and clarity about positive futures: if we take urgent action now. This is my contribution to the work that needs to be done.

The problem I want to tackle is that children – especially the youngest – are hit with the double whammy of our inertia.  

  • We ignore OR scare children with the extent of the climate disaster (eg destruction of the rainforests, biodiversity collapse, pollution, etc) which causes Eco-Anxiety
  • We continue to use educational content that repeats and reinforces the broken thinking that led us here.
Cover image to 'From Cow to Cup' from OUP  Oxford Reading Tree. Image shows a blog child drinking milk from a glass with a carton on the table labelled 'milk' with a cow image below.

To give an example of the work I think we need to do, let’s look at Food. I’ve chosen this area because it’s easy to relate to Early Years / Primary,  but also because food is one area where personal agency is possible for many children and families. I’m not commenting here about school dinners, advice to parents, or any of the other ways we could change what we do in schools; this is just about the books, videos, assessment material, digital content that teachers and children to learn with. 

From Early Years and well into Primary school, the vast majority of  materials children engage with reinforce unsustainable practices.

  • For example:
    • We present the countryside primarily as farmed space, monocultural and mechanised; and wild spaces as needing ‘taming’. 
    • We present farmed animals as a normal and healthy feature of our society, so children aren’t surprised that these are the ones they see in the supermarket. 
    • We present a ‘pastoral’ view of farming – in a way we don’t do for other rural lifetyles.  
    • We mostly show a traditional diet of meat and two veg – which, is not only increasing demand for an unsustainable food culture here and internationally – but is also creating a dissonance for children between what we say we should do and what we put on their plates.

I believe we should start to select and commission text, references, media, and art work of more sustainable food and farming practices. This might include:

  • Reducing or removing the use of ‘meat/dairy’ animals  – showing more wild ones. Fewer cows, more bison. Instead of sheep, goats on a hillside.
  • Reducing or removing meat/fish-based meals. Falafel instead of fishfingers
  • Showing fields/orchards that are not mono-cultures. Biodiverse ecosystems are more interesting, not only  scientifically and in terms of developing critical analysis – but they are far prettier!
  • Explainers of how non-dairy ‘milks’ are made: rather than images of  a bottle of white liquid next to a lactating farmed mammal.  
  • Showing more positive views of ‘tasty’ non-meat meals- and valuing other food cultures (including our own before WW2);  rather than just labelling a sausage as being ‘a vegetarian sausage’. 
  • It might feature exciting science features about how new food sources are offering hope for the future – such as fermented foods, and new grains.
  • Showing how important healthy and biodiverse soil is to healthy food by showing how rich and complex the connections are between plant, bacterial and animal life is.  

Genuine commitment to change in this area from producers could lead to an explosion of creatively and commercially successful new content for schools. Alongside the need to create new learning materials that are diverse by design, decolonised and global in view, by decarbonising our learning materials we are giving more children not only better representation, but also a future to be excited about inheriting.

In my next post, I’ll be sharing the decarbonising framework I am drafting for those producing materials for schools to consider. If you or your organisation would like to work with me on this framework, or new decarbonised content, please let me know.

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I am not a Stamp Collectorer

I am not a stamp collector, but I have ended up with albums and boxes full of them. Like most people who inherit a stamp collection, I googled “What do you do with an inherited stamp collection?”. 99% of what I read was totally useless. I thought I’d share what I’ve learned on my journey so far.

Mixed postage stamps in a collection

This post is a summary of what I learned in case it helps you deal with stamps you’ve inherited. It’s a personal response, based on what I have been told and uncovered. Though what worked for me won’t necessarily be right for you, it might help you decide how to start. 


My situation was simple: 

  • I wanted to ‘dispose’ of the collection because I didn’t / don’t want to leave the puzzle of what to do with the stamps for my kids to deal with, and just put them in the attic.
  • I wanted to do justice to my grandfather’s beloved collection, and I knew I couldn’t just hand over the boxes to a dealer without looking first. 
  • I knew NOTHING about stamp collecting, and didn’t want to learn more than I had to.
  • Money wasn’t my main driver. Not that I don’t care about it – but it was more important that the stamps went to someone who would care about them, rather than someone who just saw them as something to trade.

Looking back on this, I was SO naive. Before you start doing anything, be clear in what your goals and boundaries are.

Look / Don’t look

As I said above, I wanted to look. By looking at the collection I got a huge rush of nostalgia, especially from the smells. I actually learned some things about my grandfather that I didn’t know. He was a hobbyist, not an investor. I think he collected mainly for the places he could travel from his kitchen table and the history and art it opened up for him. But I also discovered that he wasn’t as organised as I thought he was, as there was no apparent system, and there were almost no notes or information about what the stamps were! 

To be honest, part of me regrets opening it all up – as it feels like, without the expertise, I’ve spent hours / days on something I wasn’t in a position to deal with. 

IF you can avoid opening it up, and want to save yourself a LOT of time,  – then I’d recommend just taking it to get valued by a dealer. If you can,  let them do the work – and just take the money you are offered. You might be ripped off a little, and there might have been some gems amongst the dross, but … you win some/lose some… and… it is the easiest option. Don’t sweat it – just sell it

However, if like me, you can’t do that, and a prepared to put a little time into looking at what you have… then, you’ll need to know the following: 

More time / Less Value

Start NOW! However big the collection is, there is no point waiting for it to get easier. 

Stamp collecting is (at the moment) a dying past-time. Literally. There are almost no young people collecting for fun.  Collectors are mostly older and have been doing it for a long time. 

With the number of inherited collections being auctioned, almost everything of interest is readily available online and, as a result, the prices of stamps have dropped. 

Even quite rare stamps are being sold cheap, and collectors can be very fussy about condition and provenance. 

First day covers – though pretty interesting – are generally of low value.

Don’t think you can work out which are the valuable ones – because often it’s really obscure stuff that makes even the most tatty looking stamp worth loads. Some of the most ‘mint’ stamps are worth sod all!

It takes HUGE knowledge and expertise and TIME to evaluate what’s there.

You can’t just use Google Lens to find out what you have and how much it’s worth.

You can sell them yourself, but the time and cost of postage will probably be greater than the value of most of the stamps.

There is a LOT of trading on ebay, and more than a few sharks. 

Collectors tend to specialise and likely have most of what they want.

Apparently lots of inherited collections just get ripped out of the albums and are put in big bags for sorting and shipping around the world. 

In other words – you won’t be rich! Most of the cherished collection you’ve been handed is likely worth a tiny fraction of what it would have been worth 30 years ago. Which is particularly hard for me – as if I’d dealt with mine when I’d inherited it – I could have got quite a lot of money for it. It’s likely worth a quarter of the value now.

Unless you want to start collecting, then SELL IT to the nicest philatelist you can find in your area.

Swap and Use

Any British stamps with the just the old Queen on are going to worthless from the end of Jan. 

If you have any stamps after decimalisation / 1971 with just the queen’s head, send them in as soon as possible. 


HOWEVER, any picture stamps (like Christmas editions, or themed stamps) after 1971 are still valid and worth the amount on the stamp! You can use them – in combination – to add up to 1st Class (95p) or Second Class (68p) – or whack them on a parcel. You’ll need space on the envelope or parcel – so put the stamps on first – and write the address after in any space left. I’ve sent a load of Xmas cards this year using only festive stamps from the past, and neighbours and friends have been using me as a post office for stamps.

You could also make art, or craft using them… or you could always start collecting!

Good luck

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New Year, New Start

Today is the Jewish New Year, so it’s a perfect time for change.

After three successful and  busy years at Pearson, I’m excited to announce that I’m moving on and taking my consultancy business up to the next level.  I’ll be helping organisations in the education sector to enhance and improve their impact – through better #edtech .

I’ve loved the freelance life in the past and, while I’m not against taking more permanent work with an organisation which has values and a culture that aligns with my own, I’m pleased to say that there are enough people who know what I can do to keep me busy for a while.

via GIPHY

More details of my offer, and who I’m going to be working with, will follow over the next few weeks – but, for now, I want to rest, reflect and reconnect with my network

I want to thank the wonderful people who supported me at Pearson, and for all the good wishes I’ve received.

Of course, while I’m excited, I’m also a little nervous. Wish me luck!

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EDITalk

Photo by John Anvik on Unsplash

Too many of those creating and seeking to improve the diversity of our educational materials are doing so without representation at the decision making tables. 

In both the commercial and non-profit sectors of educational publishing, a place that has a HUGE impact on the perceptions of millions of young people, the key roles in making that content are mostly held by middle class white people from the south of England  (and though largely female at bottom of those organisational hierarchies, it is increasingly male at the top) – and that homogeny isn’t healthy.

Put simply, we can’t fix this with training and awareness raising alone. In this post- I’ll outline the issue, why it matters and invite you to join me in tackling the problem of Equality, Diversity and Inclusion (EDI) in editorial – through bringing people together to make change possible – in EDITalk.

What’s the problem, anyway?

As someone who has a mixed background and works in educational publishing, I have been referred to as ‘exotic’ and ‘proof of diverse recruitment’. I’ve seen tokenism, white-fragility and even outright discrimination at work and, even though I present as a white man and have many privileges to act, I’ve struggled to this call out – or (worse) even see when there was a problem! Things have improved in the 20 years since I left the classroom, and even more so since last year, in terms of awareness – but representation remains an issue.

The issue of who’s behind the camera, as well as in front of it – has been given prominence by stars of big and small screen – and even there, it’s tough. For example, Sir Lenny Henry recently founded the Centre for Media Diversity to tackle this problem here in the UK, after little or no progress since his blistering talk to Bafta in 2014, pointing out how poor representation is in the media industry. 

Sir Lenny Henry – founder of a centre to diversify the media industry

Why educational publishing?

It’s fair to say that the world of educational publishing is a little less exciting than that of TV and Film, and with a much smaller chance of making big money. Most people who work in my sector do so because they have a close connection to schools (eg ex-teachers) or because they happened upon it. There are very few kids who dream of publishing textbooks. That said, it does have a huge impact on the lives of young people – and therefore (boring in comparison to prime time TV though it may be) very important to our society and economy.

However, it is a sector with a huge diversity deficit. As the Publishers Association  recognised in it’s report last year – there has been very little change – and even where things look good, there are geographical and statistical issues as the main centres of publishing (ie London) have much greater diversity than the national average – so these numbers are worse that they might appear! But for the few people who work in publishing who are not white, female, middle class, cis-straight and able-bodied – this would be no surprise.

Why editorial only? 
In publishing, editorial teams include commissioners of content, product developers and product managers – who interpret the market, propose, commission and shape the product before you see it in school. It is the editorial team who decide which authors to work with, which illustrators and images to use, which suppliers to commission, and users / customers to target. Essential roles, like development editors, do so much to shape the content – and make tonal judgements. So, while everyone in an organisation has a responsibility to work on the diversity of content, it’s the editorial team that has the biggest influence on the product.

What are you already doing?

Pearson Race and Ethnicity DE&I guidelines – Part of the Pearson editorial policy, which includes Gender, LGBTQ+ and Disability.

I’ve embraced the chance to help train colleagues at Pearson in applying new editorial guidelines for Diversity, Equity and Inclusion (DE&I also called EDI in other organisations – eg the London Assemby) – most recently around Race and Ethnicity and Gender. Guidance for LGBTQ+ and Disability is due later in the year. These excellent resources, which are available for other organisations to view here, promoted a set of questions about how to apply them in our day-to-day work.

Over the past year, as I’ve looked around the virtual rooms we were in, I noticed that we were asking our predominantly non-diverse teams to do really hard work, based on this  training alone – and, while support was offered by groups representing BAME, Women, LGBTQ+ and Disabled colleagues – there was a notable gap where the work is happening. There has been considerable feedback on this and the business is now reviewing options on how to tackle this more helpfully.

In reflecting on my role in this, I thought I’d explore this more, to check how widespread this issue is.  I called out in my networks to find editors in the UK educational publishing industry with diverse racial and ethnic backgrounds (as a starting point). In total, I have found less than 10 people. Outside of Pearson, I have been able to find only three BAME editorial folk: two of whom I’ve spoken to, to better understand their lived experiences.

Bottom line is that we need more people coming into the sector who can represent a broader and more accurate view of our society to our children and the educators that work with them. It doesn’t mean ignoring the expertise of those already doing this work – but rather than just leaving a door open – actively helping people over the threshold into educational publishing.

What are you going to do about it then?

Take action! I’m thinking of small steps that are smaller than I’d like, but they are a start.

1 – Run a monthly Twitch channel – livestreaming – called EDITalk (Did you see what I did there?). EDITalk will seek to do 3 things:

  •  Show what it looks like when content is created and shaped when the representation in the process is better. We’ll be using the Pearson DE&I guidelines on ‘raw’ content and discussing the process with invited guests.
  • Encourage diverse people into the educational publishing sector – by showing them who is already here and why we love this work! 
  • Support colleagues across the sector to open their thinking and find new way to improve the diversity of our teams. If you think this is something you’d like to watch or be involved in – please sign up here.

2 – An offer to mentor up to 3 people, who identify as coming from underrepresented groups in educational publishing, over the next year. Nothing wildly formal (at this point) but I promise at least one conversation a month, and access to my network of people. Again, if you are interested, in being mentored – or helping others – please sign up here

3  – These ideas are above and beyond my day job and do not in any way come under my Pearson responsibilities. However, I’m also going to continue working hard at Pearson, with colleagues, to find ways to support this activity from within our privileged space in the market – and seek to make connections. If you have thoughts or suggestions about what Pearson are doing – please share your feedback in the comments area – and I’ll pass them on.

I have bolder plans – but, for now, this is a simple starting point where I hope I can learn with others about how best to scale, focus and improve this work!

What can I do, again?

  • Sign up here – if you’d like to be part of EDITalk or mentoring
  • Tell me about other people doing this sort of work in the comments
  • Link me up to possible partners – either on Twitter or Linkedin – or in the comments.
  • Critique. It’s ok! I need to hear it. I might be well intentioned but misguided. Tell me why! Use the comments so we can all learn from each other.

I’d welcome your feedback – especially if you spot any errors (!) 😉

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Mixed – Remixed

Posted as part of the @_MixEDUK discussion 

Most of my life I’ve been identified as ‘Mixed’ – but never felt that this is what I am. I am not mixed. I am a whole – a whole that is often in flux – shifting with the perspective of others. 

Viewing those of ‘mixed heritage’ as a set of smaller parts is easier for others. As a child, a teacher and, now, as a producer of educational content, I know that labels matter (a bigger topic than this post can contain)  but it has always seemed wrong (selfish? greedy?) to hold more than one label, each of which ‘belonged’ more to others than me. So, ‘Mixed’ it is. 

I now feel each of the multiple links I have available to me, and love them – but I have often felt jealous of those who have one clear set of discrete identities. I envied the simplicity. Most often, I looked at those who take their identity for granted (especially those who might feel well served by English society) and I feel … well… different. 

I’ve come to love that difference: the spaces on the edges, where things overlap uneasily, where one perspective isn’t enough;  those are the places I belong. When I was teaching, I sought out the families who were on the outside – and spent time listening to children for whom the books we read were not telling their stories. I try to keep that lens now. 

For example, I am currently a ‘Super Trainer’ at Pearson – leading the rollout of of the new EDI guidelines – and am deeply involved in similar work as a trustee at A New Direction – London’s creative education agency.

But it is possible that when others see me – they only see or hear the three most obvious things about me and wonder why I am drawn to this work. My sex, my skin colour, and my age – doors should open easily for me – and, mostly, they have. More specifically (in no particular order) , I am nearly 50(!), I am able bodied, I am from London, I am male, I had a university education,  I am cis-straight, my skin is white (ish), I am middle-class.

It’s like a full set of keys, right? So – why ‘go on about it’ (as I’ve been asked by white colleagues before)?

 
Firstly, there are not many people who look like me. Even in London, where I grew up in the most diverse boroughs (Hackney/Haringey/Camden) people would ask where I was really from. They could see something was different – but not quite place it. Turkish? Italian? Eygptian? Their need to put me in a box forced me to explain that I was in at least two boxes… which often just lead to a change of topic.

Secondly, for many years I seemed to crash through English social conventions without knowing why. I seemed to overwhelm people with my gesticulation and challenge: interrupting everyone in conversation. Even when I was older, asking what we were going to eat first, not where we were going to drink. I think I was the only clubber at the Megatripolis New Years Eve party who was discovered by the bouncers smuggling in food for a nosh mid-rave, rather than drugs.


Finally, there’s my name – the give away that I am not ‘normal’. I have had to explain my name to new people my whole life – and correct the pronunciations for ages after. “Eileen? Elaine? Alan? (sigh) … We’ll just call you Ian.” I don’t ever mind doing it and it often opens up interesting conversations, but it’s not my choice to talk about my ethnicity – or my gender! People who have only seen my name on a list tend to assume I am a woman so that’s another disconnect.

So what is in the mix?

My Mum’s family are Eastern European Jews –  I am Ashkenazi (though not all Eastern European Jews are Ashkenazi). A more recognisable story from media and history books – but as my family got here before the 1930s forced by the pogroms and everyday state-sanctioned anti-Semitism of Europe.


My dad’s family are Jew’s from India – I am Bene Israel. There have been Jews in India for over 1000 years (maybe as much as 2000 years) and my family tree can be tracked back quite a way.

Our mix is, in part, a product of colonialism and racism – but also love, adventure and luck

I grew up with my Indian grandparents, as they lived with us for most of my childhood, doing a lot of the childcare. However, my grandfather, from a very well-to-do family of high-achievers,  who’d helped manage the railways for the Raj in Bombay (as was) – was careful that we did not pick up Marathi – as he wanted us to be well assimilated. This lesson of assimilation was one he’d learned since arriving in Britain from the East End Jews he shared benches at shul with – and the families his children married into.  Assimilate, but not too much, keep your traditions – but keep a low profile – and never marry out!

My ancestor – Joseph Ezekiel Rajpurker https://en.wikipedia.org/wiki/Joseph_Ezekiel_Rajpurkar

In the late 60s, my Dad, an architect, married an Ashkenazi – a white woman. From a lower class white family with no connections or property – and not much education. This caused a whole set of issues – class, race, religion, …  added to by sharing a house. My parents are amazing and more than proved the prejudices wrong, but this wasn’t easy. Though, as you can imagine- growing up in the 70s – I saw and experienced racism inside our family, from all sides – even before I saw it outside. I was finely tuned to prejudice from a very young age and had to learn how to ‘pass‘ in both worlds.

But these facts, and the complexity that accompany them, are not always evident. I am not brown skinned, I do not have the genetic markers for Tay-Sachs, and I do not dress or behave in ways that make me evidently one or other of these two things most of the time. Jewish – but not Jewish. Indian, but not Indian. English – but not English… I could go on. 

The census this year was fun! Worst of all is the distinction made between religion and ethnicity. I don’t think that there is a difference for me – or for many Jews. It’s not just a matter of genetic consistency – there is something deeper.

I used to define myself as Jewish  (I once claimed myself a Jedi) and would now say I have no religion. But being Jewish is more than about faith, it is an ethnicity, as racialised as any other – so, that’s a hard one to pull apart. I still feel Jewish – just one with no belief and very partial practice. For example, we observe the Shabbat rituals – but don’t mention god – apart from intoning prayers that are just mysterious songs to my kids. We sing in Bene Israel tunes to those many of those prayers – not the Ashkenazi ones. 

As my wife is not Jewish,  for our children, their identities are even more complex. So while they describe themselves as Jewish – most Jews would say they are not. So, we have had to work harder to carve out an identity for them that is not a ‘given’ from a larger community – one that includes the influence of colonialism, history and culture. One that is mixed, with pride – and one that empowers, rather than burdens. 


So…I am mixed. But this label does not tell you anything really. It does not tell you why I travel miles to buy beigels as opposed to bagels; why have a weakness for fresh jalebis and bhel poori; why I’m likely to ask about the meaning of your name (ready to tell mine) – but also why you might need to put your neat boxes aside – as those won’t work.

We need better ways to talk about those of us who are mixed… than…’Mixed’. 

But, that said – there are more important systemic issues to tackle first, around ethnicity, class, gender, and power  – where those of more singular identities need intersectional understanding, activism and political support to change things for the better. There is a huge amount of work to be done yet.

And that’s where We – the ‘Mixed’ can come in

Who better to help build bridges than those who have spanned multiple worlds their whole lives?

Who better to help heal the pain and fear of different ‘sides’ in the culture wars than those who’ve had to manage these uncomfortable feelings within their families and themselves?

Who better to show that in a world of ‘Either/Or’ there is joy in ‘And’?

SO – if you or your children are Mixed, or you teach children who are mixed (and chances are you are more likely to than you were at the last census), then you have a responsibility to give them the same sense of strength that those with more singular identities do. Listen to their stories, value their complexity – inspire them to ask others – and love their Mix.

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