In the heart of the UK, Ruth Ibegbuna has dedicated her life to empowering working-class young people. Starting as a teacher in Northern England, she witnessed firsthand how social class shaped a student’s opportunities and self-worth. This realisation fuelled her drive to challenge systemic barriers and create pathways for young people to reclaim their narratives. From founding RECLAIM—a youth leadership organisation—to pioneering initiatives like Roots and Rekindle, she continues to redefine education, social mobility, and community empowerment. Her journey is one of unwavering commitment to bridging divides and fostering meaningful transformation in communities that are too often left behind.
Like many nations, the UK grapples with entrenched social class divisions. Opportunities remain unequally distributed, leaving working-class communities with fewer resources and even fewer platforms for advocacy. The Brexit vote amplified these rifts, exposing deep economic and social disparities. Many working-class individuals felt abandoned by the system and disconnected from decision-making processes.
Traditional education further entrenches these inequalities. Elite schools prepare students for leadership, while public education often leaves working-class youth feeling invisible. A curriculum that lacks diverse narratives and critical thinking only reinforces these systemic barriers. In response, Roots and Rekindle were born—two groundbreaking initiatives designed to foster dialogue, bridge communities, and transform education.
Roots was founded to address the deepening divisions in the UK by fostering meaningful cultural exchanges. It creates spaces where individuals from vastly different backgrounds—whether social, racial, or economic—can meet, share meals, and understand each other’s realities.
Rekindle reimagines education as a space built for and by young people, particularly those from working-class backgrounds. Designed as a supplementary school, Rekindle goes beyond traditional academics, offering mental health support, cultural education, and leadership development. At its core is a belief that education should not simply be a means of escaping one’s circumstances, but a tool for reshaping communities from within.