Police Rampage of Misinformation

Police Rampage of Misinformation


Theme(s): Stephen Lawrence and Stop and Search

BGA reference: BG/P/14/2/12

This is a press release came one day after the House of Commons debate on the 29th March 1999 about the Stephen Lawrence Inquiry. On that day Jack Straw, the Labour Home Secretary reported on the findings on the Inquiry, which led into a debate.

Although, Bernie Grant was pleased that there were an inquiry and debate in Stephen Lawrence’s death, he had some criticisms of the Macpherson report in particular that it could not find any individual racism in the Metropolitan police, only institutional, a term which he felt let the people ‘off the hook’.

He believed that the death of Stephen had some similarities with the case of Roger Sylvester, in his constituency of Tottenham who died in police custody but the circumstances of his death, like Stephen’s, were unclear. Mr Grant said in the debate that, ‘The police went on a rampage of misinformation.’ (hence the title of the press release).

One of the parallels in both cases is that when the police started to investigate they tried to make out that it was gang and drug-related, which he felt showed ‘the ability of the police to give misinformation and try to cloud the issue.’ Another similarity he saw was in the way in which the families were dealt with and the fact that the police set up a consultative group, without any agreement with the families.

How this can support teaching and learning 

Although the tragic death of Roger Sylvester is linked to many parts of the curriculum, what comes through the artefacts are the values of democracy and justice. MPs such as Bernie Grant have to weigh up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflicts. The case highlights how people and institutions had to question, engage with and reflect on different ideas, opinions, beliefs and values when exploring controversial issues and problems, especially when they remain topical.

The artefact relating to Roger Sylvester can be used for:

Citizenship KS4/GCSE and A-Level Politics


Understanding the need for mutual respect and understanding in a diverse society and the values that underpin democratic society. Students should look at how values change and consider the importance of certain values in a diverse and democratic society. Looking at the opportunities and barriers to citizen participation in democracy and the range of actions a citizen can take who wishes to hold those in power to account. Barriers may include such issues as access to information, ability to influence decisions, or simply lack of interest or motivation. Roger Sylvester can be used as a case study to help develop understanding. Recognising the nature of rules and laws in helping society to deal with complex problems of fairness, justice and discrimination. Students can seek to develop an understanding of the concepts relating to the application of the law through the case and concepts of fairness, justice and discrimination. This can be taken further by investigating the role of the police regarding criminal and civil law matters and secondly the legal procedures by which civil and criminal matters are dealt with by the court system. This can lead to looking at the differences between civil and criminal courts. To uncover the role of MPs, how they represent their constituencies and the House of Commons debating policy and how they scrutinise legislation.

History KS3/GCSE and A-Level


Understanding how the activism that was behind the campaign by the family and friends of Stephen Lawrence, highlights the experiences of BAME communities and is linked to the never-ending debate over immigration, ‘multi-cultural society’, the political and criminal justice system, racism and the impact of race relations and equality legislation. The case opens up the experience and actions of immigrants- both positive and negative such as community cohesion and contribution, and resistance to discrimination.

Sociology GCSE/A-Level and GCSE Media


Explaining the factors affecting social inequality in relation to gender, ethnicity and age and the reasons why inequality exist between different social groups. The case can be used to describe changing patterns of inequality relating to social class, gender, ethnicity and age linked to the sociological reasons for patterns of inequality relating to crime, wealth, family and the media. It also promotes an understanding of notions of social justice and the respect and awareness of diversity in today’s UK. As a historical case, it can provide a platform to investigate whether inequality in the contemporary UK is becoming more significant in recent years

Law A-Level


Focusing on the nature of law, the case can be used to develop and explore the wider and understanding of how the law interacts with morality, justice and society by considering the changing nature of law, the English legal system and its legal rules and principles, concepts and issues. The case also highlights human rights, including their nature, protection and constitutional position under UK law.

Linking the artefacts to the present day

  • The prevalence of mental health issues in African, Caribbean and Asian people
  • The ongoing debate as to whether the police are ‘institutionally racist’
  • The current state of race relations in Britain and how events contribute to and/or help diminish racial tensions and the juxtaposition of Britain’s reputation for racial tolerance.
  • The Government’s and official agencies reactions and action to race and equality especially when challenged
  • Other high profile deaths that involved the police since the 1950s
  • The uneven way that the law is applied to  people of African and Caribbean heritage and how men and women are affected differently
  • The powerful relationship between the police and the media
  • Deaths in custody cases