Interactive listening: Engaging children with testimonies of Caribbean migration
In 2018 the British Library ran their Windrush Exhibition, Songs from a Strange Land, which featured multiple recordings from the sound archive. To coincide with this the Learning Team designed a digital education programme entitled ‘Walk in their footsteps: Windrush Voices,’ which was later developed into an on-site workshop for Key Stage 4 and 5 students (ages 14 – 18). The workshop critically engaged learners with the British Library’s archival collections and investigated the experiences of Caribbean immigrants coming to England, in the 1950s and then later in the 1960s, through their own personal testimonies. Many of the oral history clips used in these sessions can make for difficult and upsetting listening, as individuals including Vanley Burke and Donald Hinds reflect on their experiences, not least the racism they encountered, following their arrival to the U.K.
Since launching this programme the Learning Team have received many requests for similar resources for Key Stage 2 learners (ages 7 – 11). Schools teaching Windrush and Caribbean migration as part of their local history study had struggled to find authentic and meaningful visits or materials, beyond key texts such as Benjamin Zephaniah’s Windrush Child and Floella Benjamin’s Coming to England. They also felt that upper Key Stage Two learners were ready for more challenging material, including examining racism and the legacies of empire. The Learning Team worked closely with a cohort of teachers on ways to incorporate our oral history clips in meaningful but accessible ways for younger users.
The central clip selected was of poet and activist Linton Kwesi Johnson reflecting on his experience of arriving in Tilbury Docks from Jamaica in November 1963 as an 11-year-old boy. To promote active listening, we followed a metacognitive approach, helping learners to think explicitly about the processes of learning. We did this by following a clear step-by-step framework of questions and prompts to create a more authentic encounter between listener and testimony, described as ‘interactive listening,’ which seeks to create a different way of thinking, centring connection over comprehension.
Before listening to the clip, learners were given a brief amount of contextual information, then asked to consider the following:
- Given what you already know, what are you expecting to hear in the interview?
- What questions might the interviewer ask, and how might the interviewee respond?
While using this method, learners are encouraged to listen carefully not just for content but for the emotion in the speaker’s voice, and how their ideas might be communicated. Learners are told there are no right or wrong answers; rather, they are encouraged to make a connection between their own contextual knowledge and what they might expect to hear. They’re also encouraged to draw on their own experiences: in this example, the learners are all close to Linton’s age when he arrived in the UK, which presents an opportunity for a genuine empathetic connection between listener and interviewee. Feedback from one of the pilot sessions reflected this:
Children were engaged with the recordings because they had prior knowledge and were allowed to think for themselves. Nothing was a bad idea or spoon-fed to them
The clip is played twice, and learners are asked to consider the following questions:
- What did you find out, and was it line with what you were expecting?
- Any surprises and/or omissions?
- What follow-up questions would you like to have asked?
In terms of expectations, learners sometimes expect Linton to talk directly about racism, thinking that this will be a central feature of his experiences. This is an opportunity to point out that the focus of the clip is his initial arrival, rather than areas of life where he might be more exposed to racism, such as at school or work. This can lead onto a discussion about Linton seeing the world through a child’s lens and the extent to which he might have limited understanding of the wider context, compared to his mother’s greater awareness and ability to make sense of her surroundings and experiences. It also provides a good opportunity to point out that this clip is one fragment of a much longer life story and that in other extracts Linton does discuss the racism and discrimination he faces.
In response to the fourth question, learners are often surprised by Linton’s response to the interviewer’s question about how long it had been since he’d last since his mother:
It seemed like a long time, but I don’t think it was more than two years. But it seemed like a very long time.
We discuss ideas of separation and how that might have felt, why Linton seemingly plays down the length of time he was apart from his mother, as well as how separation of families is a central theme in migration stories. This links to the final question and the kind of questions that learners generate. The following emerged as questions learners would have liked to have asked Linton:
- ‘What was it like seeing your mother again?’
- ‘Who looked after you when your Mum was in England?’
- ‘Where was your Dad?’, and
- ‘Did you wish you could go back to Jamaica?’
These questions all reflect empathy and active engagement with the listening exercise. Regardless of whether they can get answers to their questions, learners are demonstrating agency through their involvement in the process, rather than being passive recipients of information. This demonstrates how using oral history in the classroom doesn’t necessarily need to equate with learners carrying out their own interviews; rather, the exercise can form part of a richer learning experience in and of itself. This has been reflected in the feedback:
The children loved hearing real voices and spoke about how it helped them understand history and bring it to life more – sometimes it doesn’t feel real!
In March 2024, the first Windrush Primary workshop ran at the British Library, which focused on Caribbean migration more broadly. This coincided with new documents becoming available in the Treasures gallery, including a 1964 letter from James Berry’s archive, a 1961 pamphlet published by the BBC Caribbean Service from Andrew Salkey’s archive, and a photo story from the first edition of Flamingo magazine, also from 1961. These artefacts provide a fantastic opportunity for learners to work like historians, handling archival material and using it to challenge or corroborate their evidence. This has been particularly effective in relation to Linton's clip and the letter from James Berry’s son Roger, both demonstrating how stories of migration are often underpinned with separation from loved ones, and the myriad challenges this brings.
It has been wonderful to bring clips from the sound archive to a younger audience and see first-hand how learners can engage with oral history in a meaningful way. As for next steps, the primary workshop is already adapting to meet the demands of secondary teachers keen to bring their Key Stage 3 (ages 11 – 14) learners to the Library, which will bring opportunities to source different clips that will speak to, and reflect, the experiences of this age group. We are also keen to develop links with teachers and help support the use of oral history and follow-up activities in their own classrooms, including creating short documentaries and podcasts based on their experiences with the British Library’s sound archive.
Thank you to the schools involved in the pilot: Jodi-Ann Forbes and her learners at Woodpecker Hall Academy, Enfield; Sam Nelson and her learners at Christchurch Primary School, Essex; Chloe Sutherland and her learners at St Peter and St Paul Church Primary, Surrey; Louise Hall and Louise Archer and their learners at Holy Trinity and St Silas Primary, Camden. Additional thanks to Mary Stewart (Lead Curator of Oral History) and the Learning Team at the BL.
For more details on how this metacognitive approach is being used in the classroom, read https://www.ohs.org.uk/general-interest/authentic-encounters-oral-history-in-the-classroom/
Blog by Debbie Bogard, Learning Facilitator in the British Library's Learning team.