Hosted by Collaborative Learning. This page can be reached from NATE website or via our Links Page

National Association for Teaching English Multicultural and Diversity Working Group

Joint Chairs

Valerie Coultas and Stuart Scott

The links above will take you to the webpages of the Collaborative Learning Project
Resources developed by NATE Multicultural and Diversity Working Group

The NATE Multicultural and Diversity working group wishes, as it has always done, to encourage the reading of and pupils engagement with multicultural texts.

We are currently concentrating on transition texts used at KS2 and 3. We want these texts to be presented in accessible ways that make it possible for ethnic minority pupils to gain ownership and feel they can contribute their knowledge and experience to the classroom process. We want them to become creators not sponges. We want to develop more projects where more NATE members can be involved in our work and we invite you to participate.

We would like you to identify texts you would like us to join you in providing resources and scaffolding.

If you have already developed resources, we would like to invite you to share them and promote them.

We have posted recent resources on this webpage.

Reclaiming Teacher Agency Developing our own Resources

9th June 2021


Presentation on Developing Resources by Stuart Scott which unfortunately was not shared at the time.

NATE Multicultural Workshop 9th June 2021 Chat transcript & links

And here is the video of the meeting

We have sent out a survey, look forward to reading your responses which will help us plan our next meeting.


Link to British Library webpage: Go Deeper: Reflecting on Black Presence in children's books.


Link to Books for Keeps Darren Chetty and Karen Sands O'Connors' page of articles "Beyond the Secret Garden" on books for children and the black presence.
"Raymond Williams, in his essay, 'Culture is Ordinary,' commented that 'The making of a society is a finding of common meanings and directions, and its growth is an active debate and amendment under the pressures of experience, contact and discovery, writing themselves into the land' (54). In this new column, we want to look at how children's books can 'write themselves into the land' and become part of the national story—and also how and why those books that try to go 'beyond the Secret Garden' often find themselves up against a seemingly insurmountable wall."







The links below will take you to the webpages of the Collaborative Learning Project