 Show you these pictures. This is from a campaign, Roads Must Fall. This is about taking down the statue and the legacy of colonialist Cecil Rhodes at Oxford. And the campaign, as I say, is part of decolonisation of academia, posing the question, why is my university curriculum white? Now, the Office for Students, which is the independent regulator, has become involved in this discussion. Dalia, what does it mean to decolonise academia and university curriculum? Well, that's a very big question. To me, there are three main pillars. So the first pillar is about decolonising our curriculum, which is not just... It's kind of presented as, you know, students wanting to kind of take out key seminal figures out of our curriculum. But really, it's about contextualising figures that we might look to as being neutral or seminal and actually contextualising them within their colonial context, as well as also drawing from marginalised groups as part of our kind of basis of knowledge. It's also about changing the structure of the university to make it more accessible and more democratic. And it's also about looking to the welfare and representation of students of colour all throughout our university system. Hello. So I think it's absolutely right in universities that you should be looking at a wide range of sources and actually questioning are the traditional sources the right range of sources. I think as a vice-chair of the Conservative Party for Women, making sure that, for instance, you're studying things that women have written as well as men writing, simple stuff like that, to broaden horizons. I don't think you should do this at the exclusion of focusing, for instance, on the absolute priority on the priorities for the Office for Students at the moment, which is the attainment gap, and making sure that attainment and making sure that you have the quality of opportunity through universities and outcomes for all students. That is a very high priority. I wouldn't want us to talk too much about this curriculum question when what really matters is students graduating with good qualifications. Right, so it's not the focus. Well, I think those two things are very connected because part of the reason why a lot of students of colour are alienated from their education system is because it doesn't represent the histories that they come from. So I don't think that those are necessarily different issues and we're going to have someone on later to talk about mental health. I think mental health of students of colour plays into this as well, the fact that, you know, racism, as in all parts of society, is also rampant in a lot of universities and within the curriculum. Right, Michelle, what do you think? I mean, is it a case of universities teaching too much about dead white men? Well, I think we need to be very careful because I keep... When I'm hearing about, you know, talking about pulling down statues and all the rest of it, because I think we've got to be careful of two different things. So when it comes to education, absolutely should be diverse and it absolutely should make sure that people are contextualised and all the rest of it. So I agree with much of what you're saying, but I think that we also need to be very careful that we're not going back and looking, because I feel very strongly that we keep trying to look at history and how people wear and how things were with the vision of modern-day society and expectation standards and applying that and as a consequence, looking to edit and remove people or things from the past. And it's that what I think is wrong. So when you talk about dead white men, if those dead white men have been relevant and done something interesting or noteworthy of history, then absolutely they should be there, not removed, but it should also be not just them, but there should be other and relevant people and things alongside them. So I think this is a really common misconception of particularly the politics of statues. So, first of all, no one is calling for figures like Cecil Rhodes to be removed from history. We're calling for figures like him to be contextualised. And interestingly... So why does the statue come down? Because statues aren't where you go to learn about historical figures. Statues are... Are they for some people? No. Well, most people didn't even know that the Cecil Rhodes statue existed in Oxford before the campaign. The campaign put Cecil Rhodes in the forefront of public consciousness. We want to see Cecil Rhodes represented and understood in the curriculum rather than in the form of a glorifying statue. And in terms of looking back with modern eyes, I think you'll find that a lot of people at Cecil Rhodes' time, including the people that he brutally colonised, had a bit of a problem with what he was doing. So this idea that it was a universal thing that slavery and colonialism was fine when Cecil Rhodes was colonising Southern Africa is erasing the voices of the black Southern Africans that he brutally colonised. Had those voices not been heard enough in our education system, Helen, have we looked at history through a particular prism? And is it through sort of Western hegemony, really, rather than the sort of experiences that Dahlia is talking about? I think it's changing. And I think in the current curriculum, there are particular areas of focus. And I know when my kids do Black History Week and it's a real focus on a different aspect of history. But I know back when I was educated, everything was very, very UK and Europe-focused. And actually, I think as we look ahead and global Britain and needing to look beyond Europe and have strong relationships with countries further afield, now is a really good time to look again at our curriculum and say, are we educating young people to live up, grow up in the modern world and think about all the different countries and not have such a UK-centric view of history? I think it's a good... Clearly, we need to understand our own history. But in the context of the wider world, yes. Yeah, but I do also think that we shouldn't be afraid of celebrating or discussing or talking about whatever history that belongs to the United Kingdom. History is not always perfect. It's not always rosy and nice. You know, there are terrible things that people have done and things that have happened. And I guess that just makes me feel uncomfortable because when you say it's not about tearing down statues, I actually think it is. And I think that there's a really strong PC narrative from people to actually shut down and suppress and close away at things that they don't like or things that they feel offended by.