1- Is the learning environment in your home country different from that of the British education system?

The learning environment in my home country (Lebanon) is very different from that of the British one. I understand that the British system encourages the learning of different languages at A levels. However, back home, it was not only the different languages that were encouraged but also the historical context that accompanies them. For example, students at my school have been taught English, Arabic and French from the age of 11. Not only did we learn Middle Eastern history and its political, economical and military effects, but we were also made to understand the french side. It was very interesting to see the difference in history books and the way events vary in blame when the narrator changes. I believe this encouraged students to steer away from eurocentric or Middle Eastern centered views when it comes to politics, religion and beliefs. Some may argue that the reason we are made to see both sides is because Lebanon was colonised by France in 1920. Ironically enough, the long lasting effects of this colonisation (politics, language and history) have benefited the lebanese people in creating a more open minded and inclusive educational system. In the UK’s case however, when you are the coloniser, you are often resistant to include your colonised countries’ history within your own. There is no specific person to blame for this, however fingers can be pointed at those who chose to disregard efforts that can be made to replace the current curriculum with a more inclusive and less euro-centric one.

2- Name three things that are missing from the British Higher Education that would be beneficial to a diverse range of student’s learning experience?

Three things missing from the British Higher Education would be:

• I would argue that the first thing should be more representation of foreign educators. It is understandable that professors are employed on a qualification basis, however it is also clear that the number of white professors outnumbers any other ethnicity.
• Encouragement and inclusion of The Black Curriculum. This is a social enterprise that aims to deliver black history across the UK. As specific Higher Education establishments may not know where to start on teaching a history they are not familiar with, or feel as though they do not have the right sources, they could partner with this social enterprise in order to offer free education on different matters relating to black history. The enterprise currently works with younger citizens, however it is clear that many university students could benefit from this education as well.
• Many students coming from different areas of the UK are often ignorant or incentivized towards the cultures and religions of incoming international students. Perhaps modules that target ethnic stereotypes would be beneficial. The way the media and films portray the Middle East, Muslims and people of color is more problematic than one may think. It is also very influential within the subconscious of many white students, who may come to university believing they know all there is to know about their foreign peers just from having access to social media. This is wrong, detrimental and could be viewed as the source of the problem concerning racism in this country.