This means that we must find ways of re-making and continuing the Caribbean traditions that our forefathers brought with them when they got off the Windrush. For me, there are three important lessons. The first is what I call the anatomy of Black existence; put simply, the understanding of the key factors that shape one's life. Second, the ability to take no nonsense, particularly from White people and, thirdly, a sense of humour. This cry is not just for schools to do more Black history. They are actually saying that they have no road map, no narrative structure of their existence in this world as Black people. They are disconnected from the strength and depth of those folks who travelled on the Windrush. It's as if they were orphans connected to no meaningful history or narrative other than the White structures around them. These people were spiritual, not in the religious sense with denominations and heavy moralising, but in the way they used the Judeo-Christian tradition in trying to understand the Black story. The most powerful and popular way in which this was expressed was through Rastafarianism. The second Windrush value is the power to get vex and fight racism. One thing I can say for certain in 1998 is that a disproportionately high number of Black males will die in police custody under suspicious circumstances. My parents told me after the Notting Hill riots in the '50s, White people realised `you don't mess with a West Indian'. Schools, the police and politicians must not be allowed to take us for granted.
