My Becoming
Written by Caroline Anukem
Caroline Anukem is Equity, Diversity and Inclusion Lead at Beaconsfield High School in the UK. She is a driving force, a change-maker, and a relentless advocate for equity.
Once upon a time, in the 1980s village of Woolton, Liverpool, my educational journey began at Notre Dame, a Roman Catholic Grammar School with a simplicity and homogeneity that defined the era. Diversity, an unfamiliar term, seldom found its way into our vocabulary. Inclusivity, if acknowledged at all, meant conforming to a narrow mould. The notion of an EDI Lead was beyond imagination, and conversations about inclusion were but a whisper in the wind. I will definitely one day take a trip down memory lane and share my experiences.
Fast forward to the present day, where the quaint village experience meets the vibrant landscape of Beaconsfield High School. Here, I am privileged to be the school’s EDI Lead. Over the years we have witnessed an extraordinary transformation. Our school, once bound by conformity, now embraces the range of backgrounds, cultures, and identities. Diversity is not just acknowledged; it is a cause for celebration. This celebration of diversity and citizenship was ignited during our inaugural Global Citizens Week celebration. Inclusion is not just a buzzword; it is consciously embedded into the very aspect of our educational system.
The positives of this transformation are as abundant as the perspectives, worldviews, and lifestyles our students now encounter. They merge a rich foreword thing, diverse and inclusive learning experiences, the invaluable lessons of empathy, respect, and the strength derived from unity in the face of diversity. We are not merely preparing them for a world where these qualities are admirable; we are preparing them for a world where these qualities are essential. Yet, as we bask in the glow of progress, the journey towards true equity and inclusion continues. Barriers, some dismantled, others still standing, remind us that our work is far from over. As the EDI Lead, I recognise the need for more diversity among our educators and leaders. Our curriculum must reflect a global perspective, ensuring every student feels seen and heard.
The concept of an EDI Lead, once unimaginable, now stands as a beacon. It should not be a rarity but a standard that is imperative at the core of our education system. I believe that EDI and Safeguarding share common ground promoting a safe and secure environment. Our aim is a society where uniqueness is embraced, where every student sees themselves reflected in their education, and where equity is not just a distant goal but a living reality.
In conclusion, the journey from the simplicity of my village education in Liverpool to the vibrant inclusivity of BHS is a testament to our progress. Yet, it serves as a reminder of how much further we can go. As an EDI Lead, my commitment is to develop a learning environment thriving on differences, not just educating minds but nurturing hearts, building lasting friendships, relationships and encompassing the British Values in our daily practices. The journey toward a more inclusive and equitable educational landscape continues, one story at a time.
A Groundbreaking Milestone: the UK’s First Nursery to Implement Equal Parental Leave
Written by Claudio Sisera
Claudio Sisera is the Founder and Head of Diversity at Male Childcare & Teaching Jobs. Advocate of Gender Inclusivity in Education.
Eagley School House Nurseries has opened a new chapter for equality in early years education by introducing equal parental leave, a policy that’s the first of its kind in the UK’s early years domain. Spearheaded by Director Julie Robinson, this innovative approach goes beyond mere policy changes; it marks a meaningful step toward true gender equality at work and home. Julie’s leadership aims to inspire other settings in the sector to consider similar policies, sparking a ripple effect in early years education.
Driving Equality: The Vision Behind Equal Parental Leave
Julie Robinson’s initiative to implement equal parental leave at Eagley School House Nurseries reflects her commitment to fostering gender equality in the workplace and in family life. “We’ve long assumed that childcare leave is just the mother’s responsibility,” she says, explaining how her policy addresses the need for change. This fresh approach allows parents, regardless of gender, to share childcare responsibilities without stigma.
Research supports the positive impact of both parents being involved in their child’s early years, showing benefits in cognitive and emotional development. By enabling fathers to participate more in these foundational years, Eagley School House Nurseries highlights the importance of both parents’ roles in childcare, setting a powerful example that values fathers just as much as mothers.
Reflecting Core Values: Inclusivity at Eagley School House Nurseries
For years, Eagley School House Nurseries has been committed to building an inclusive environment, and the new equal parental leave policy is a natural extension of that mission. Julie’s work over two decades has consistently championed gender diversity, with projects focused on supporting boys’ achievements and welcoming men into early years roles. “Inclusivity has been my ethos from the start,” Julie explains, emphasising how valuable male contributions are to early education.
This policy not only aligns with Eagley School House Nurseries’ mission but also strengthens their dedication to providing a workplace that challenges stereotypes. By promoting equal leave, Julie fosters a culture where everyone’s contributions are recognised and valued, irrespective of gender. Her work is a beacon for other nurseries and settings, offering a roadmap toward a more balanced childcare sector.
Impact on Staff and the Early Years Sector
The introduction of equal parental leave at Eagley School House Nurseries is not only a supportive measure for its employees but also a landmark decision for the wider sector. As Julie shares, “Parents shouldn’t have to choose between career and family.” Her policy champions choice, removing societal pressure and ensuring all parents feel supported in balancing work and family.
More broadly, this policy fosters a more equitable early years environment. By making parental roles independent of gender expectations, Eagley School House Nurseries encourages fathers to take on active caregiving roles. Julie explains, “Normalising parental leave for all genders helps break down stereotypes about caregiving.” This forward-thinking approach sets an important precedent and signals a progressive shift within early years education.
Transforming Workplace Culture
Eagley School House Nurseries’ equal parental leave policy is expected to bring positive cultural changes to the workplace, creating a supportive environment for all staff. Julie hopes the policy will strengthen job satisfaction and encourage retention, especially for men entering early years education who may seek balance between family and career. “When we value our dads, we acknowledge the important role they play,” she notes.
This commitment to inclusivity could help attract new talent, reinforcing Julie’s message that every role in childcare is meaningful. Her vision reflects a dedication to creating a workplace where employees feel valued as both caregivers and professionals, inspiring other nurseries to consider similar steps.
A Vision for Change: Julie Robinson on the Importance of Men in Childcare
Julie Robinson’s passion for equality extends beyond policy – it’s about reshaping perceptions in the early years sector. She believes that valuing men in childcare is essential for building a truly inclusive society. “When we respect people for what they do, we elevate the industry and the role itself,” Julie shares.
By supporting men’s involvement in early years, Julie hopes to set a new standard that encourages more men to embrace active parenting. She believes that equal parental leave could inspire men to engage fully in their children’s lives and become role models within early years education.
Looking Ahead
Eagley School House Nurseries’ new policy on equal parental leave sets an important standard for inclusivity in early years education. Julie’s commitment to supporting both mothers and fathers equally not only enhances workplace culture but also encourages a balanced approach to family and professional life. This is a significant shift, one with the potential to inspire change across the sector.
We hope that other early years settings will follow Julie’s example, working toward an industry where staff feel valued and empowered to balance work with family. Together, we can create a stronger, more inclusive future for early years education.
Developing Cultural Intelligence in Education: A Necessity for School Leaders
Written by Hannah Wilson
Founder of Diverse Educators
Cultural intelligence (CQ) is the capability to relate and work effectively across different cultures, backgrounds, and situations:
- Understanding cultural norms: Understanding how cultures influence values, beliefs, and behaviors
- Adapting to different cultures: Being able to work and relate with people from different cultures
- Making informed judgments: Using observations and evidence to make judgments in new environments
The concept of Cultural Intelligence was introduced in 2003 by London Business School professor P. Christopher Earley and Nanyang Business School professor Soon Ang.
In today’s increasingly diverse educational landscape, it is imperative for educators and school leaders to understand and cultivate CQ. This ensures not only the inclusion and success of all students whilst fostering a rich, diverse learning environment, but it is of equal importance to our staff to feel part of an inclusive workplace which prioritises belonging for all stakeholders.
Why Cultural Intelligence Matters
- CQ Enhances Inclusivity and Equity: CQ allows educators to recognise and value the diverse cultural backgrounds of their students and staff. This leads to more equitable teaching practices and policies that support all students and staff, irrespective of their identity.
- CQ Supports Recruitment and Retention: CQ promotes a commitment to belonging. Culturally intelligent employers, workplaces, leaders and teams will support the recruitment and more importantly the retention of people with diverse identities. CQ enables everyone to flourish and thrive.
- CQ Improves Student Engagement and Achievement: Students are more engaged and perform better when they feel understood and respected. Culturally intelligent educators can tailor their teaching methods to meet the diverse needs of their students, thereby enhancing learning outcomes.
- CQ Strengthens School Community: A culturally intelligent school promotes a sense of belonging among students, staff, and parents/carers. This strengthens the school community and encourages collaboration and mutual respect.
- CQ Prepares Students for a Globalised World: By fostering CQ, schools prepare students to thrive in a globalised world where cross-cultural interactions are the norm. This is essential for their future personal and professional success.
How to Apply the CQ Model
I use the CQ framework when I am working with school, college and trust leaders to shape their DEIB strategy:
- Stage 1: CQ Motivation – what is ‘our why’ for developing Cultural Intelligence and how are we communicating it to all stakeholders?
- Stage 2: CQ Knowledge – what data do we have/ need and how are we using it to inform our journey?
- Stage 3: CQ Strategy – what resources do we need, what milestones will we set and how will we evaluate our impact?
- Stage 4: CQ Action – what training is needed, what actions do we need to take and what behaviours do we want to change?
It is a simple but effective approach and helps leaders who are new to DEIB to get their heads around the cyclical process of shaping a strategy to improve the culture for everybody to flourish and thrive. It is also a core them in our Leading DEIB in Schools programme.
Developing Cultural Intelligence
CQ for School Leaders
- Self-Assessment and Reflection: Reflection to understand our own cultural biases and areas for growth. Tools like the Cultural Intelligence Scale (CQS) can be useful.
- Professional Development: Engaging in ongoing professional development focused on cultural competence and CQ is crucial. Training can provide valuable insights and strategies, as can curated reading. Check out the resources in our CQ toolkit.
- Leading by Example: Demonstrating CQ in interactions and decision-making sets a precedent for the entire school. Leaders should model behaviours that reflect cultural understanding and sensitivity. Leaders should also consider methods of communication and how inclusive language choices are.
CQ for Educators
- Ongoing Professional Development: Organising regular training sessions on cultural competence and CQ can help staff develop the necessary skills. Sessions should be interactive and challenging, an ongoing conversation instead of one-off training events. We can facilitate a space to explore a range of different themes.
- Inclusive Curriculum Development: Encouraging teachers to incorporate diverse perspectives and materials into their curriculum expands our knowledge of others. This not only broadens students’ horizons but also shows respect and develops awareness of different cultures. Find out more from our Diversifying the Curriculum toolkit.
- Mentorship and Collaboration: Fostering a culture of mentorship and collaboration where educators can share best practices and learn from each other’s experiences with diverse communities. Reverse mentoring can be a helpful tool to create a knowledge exchange, find out more in our webinar with RVP.
CQ for Whole School
- Inclusive Policies and Practices: Developing and implementing school policies that promote inclusivity and equity. This includes everything from admission policies to behaviour consequences, from interview processes to appraisals, ensuring they are fair and culturally sensitive.
- Student and Parent/ Carer Engagement: Creating platforms for meaningful engagement with students and parents/ carers from diverse backgrounds. This could include cultural events, forums, and regular communication channels for feedback such as surveys and focus groups.
- Diverse Representation: Striving for diverse representation among staff and leadership. This not only brings varied perspectives but also demonstrates a commitment to diversity and inclusion.
Conclusion
Cultural Intelligence is no longer optional in the realm of education—it is a fundamental competency:
- We need culturally intelligent schools and workplaces.
- We need culturally intelligent policies and processes.
- We need culturally intelligent leaders and educators.
- We need culturally intelligent classrooms and staffrooms.
At Diverse Educators we frame all of our training through the 3 Cs of Consciousness, Confidence and Competence. By becoming more conscious of who we are, of our own lived experience and how it shapes our world view, we can become more confident in how we interact with others, in our inclusive behaviours and our inclusive language. We can then become more culturally competent and develop cultural intelligence. School leaders and educators who develop and promote CQ contribute to an inclusive, equitable, and dynamic learning environment for students and staff alike. By prioritising Cultural Intelligence, schools can better serve their diverse populations, better prepare students to succeed in a globalised society and better support staff in their career progression and leadership development.
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If this theme resonates and is of interest, we have a training opportunity in January 2025. Join us for the CQ (Cultural Intelligence) Certification. There are limited places available so they will be allocated on a first-come-first-served basis.