Global Citizenship and the Role of a Global Network in Education
Written by Nadim M Nsouli
Nadim M. Nsouli is Founder, Chairman and CEO of Inspired Education. Founded in 2013, he re-evaluated traditional teaching methods and created a new model for modern education. Today, 80,000 students in 111 Inspired schools across 24 countries benefit from a student-centred approach and globally relevant curriculum.
With digital communication facilitating the exchange of ideas, the world is more interconnected than ever before. As such, it’s increasingly common for individuals to identify as global citizens. This presents opportunities for young people. Yet also poses challenges.
Adapting to globalisation necessitates a strong sense of self-identity and an open mind. Individuals engage with other cultures and challenge stereotypes. Thus, learners must be equipped with the knowledge, skills, and values to navigate and contribute to the world in which they want to live.
There’s a growing recognition that educating for global citizenship is of importance. In 2012, the United Nations Secretary-General, Ban Ki-Moon, said “Education is about more than literacy and numeracy. It is also about citizenry”. Global Citizenship is an all-encompassing concept that acknowledges the web of connections and interdependencies in the world. According to Ban Ki-moon, “Education must fully assume its essential role in helping people to forge more just, peaceful and tolerant societies.”
Students’ desire for international travel and cross-cultural programmes has been apparent for some time. In the past, a one-dimensional approach to this was for an institution to partner with a pre-existing educational facility in the location of interest. However, we’ve witnessed a substantial transformation in the way educational institutions operate, i.e., the emergence and rapid growth of global school networks. With a presence across countries and continents, they’re bringing about a new age of learning possibilities.
Educational institutions are recognising that global citizenship education can develop and enhance much-needed values and skills that will better equip students in a changing world. The concept of ‘global campuses’ has gained prominence, wherein the focus is on cultivating a multicultural ethos.
The Inspired Education Group demonstrates this model with 111 institutions that provide its students with opportunities beyond the capabilities of a single entity. Nadim Nsouli, CEO and Founder, describes it: “We’re now present in 24 countries around the world. This allows 80,000 students from different cultural backgrounds to meet and learn from one another.” Each campus offers a safe space to explore complex and controversial global issues. This approach encourages learning from, and about, people, places, and cultures that are different from our own.
Beneficiaries of the Global Approach to Education
Academic freedom and inquiry are encouraged in international education. It’s a force for promoting open, safe, and peaceful environments. The ability to cultivate global citizenship is grounded in the commitment to giving learners the tools to bring about positive change.
To be effective global citizens, individuals need to be proactive, innovative, and adaptable. They must be able to identify and solve problems, make informed decisions, think critically, articulate persuasively, and work collaboratively.
An educational institution is traditionally centred on imparting knowledge to its students through academia. However, the acquisition of these ‘soft skills’ is also needed to succeed in workplaces and other aspects of 21st-century life. At the crux of fostering global citizenship education – and by association, these skills – is a network.
How a Global Approach Translates to the Classroom
The powerful message of Aesop’s quote “In union there is strength” has never been more relevant than it is today, as educational institutions embrace multiculturalism. Many campuses are now interconnected, which allows students to access any of them – and their specialisms – with ease. This is even more powerful with the addition of extracurricular activities facilitated abroad, providing invaluable experiences. Nadim states: “To develop a rigorous global understanding, an education for global citizenship should also include opportunities for young people to experience local communities. Global campuses, exchange programmes and summer camps offer this.”
Teaching global citizenship itself requires methodologies that facilitate a respectful and empathetic atmosphere. This includes techniques like in-depth discussions and cause and consequence analyses. The objective is to foster critical thinking and encourage learners to explore, develop, and articulate their views while respectfully listening to others. “This is an important step,” says Nadim, “These methods of critical discussion may not be unique, but used in combination with a global perspective, they build understanding and foster skills like critical thinking, questioning, communication, and cooperation.”
Facilitating a participatory classroom environment requires a significant shift in the role of the teacher. They move from being the primary source of knowledge and direction to a facilitator. One which guides as students adapt to think critically, assess evidence, make informed decisions, and work collaboratively with others.
Creating an active classroom environment requires the adoption of a learner-centred approach. This means that the teacher becomes an organiser of knowledge, creating a holistic environment that supports students. As Nadim affirms: “Rather than being passive individuals simply answering questions and competing with their peers, learners must assume an active role. This means taking responsibility for their learning as well as their understanding of the global context of their lives”.
Summary
The notion that all human beings are equal members of the human race is central to the concept of global citizenship. Regrettably, entrenched beliefs in the supposed superiority of certain groups persist in our words, actions, and systems. The educational space is no exception. It can manifest, knowingly or unknowingly, in policies and curricula.
We view the world based on our own culture, values, and experiences. Hence a range of perspectives will exist on any given issue. Thus, gaining a comprehensive understanding of a subject relies on the exploration of other cultures.
As the world grapples with complex problems, global citizenship education has emerged as the gold standard of any institution. This is fuelled by a growing movement promoting peace, human rights, and sustainability. These three pillars are the foundation upon which global citizenship education stands. As Nadim remarks, “The future belongs to young people who can think critically and creatively, collaborating across borders and cultures.”
A Curriculum That Empowers Young People in Care
Written by Anu Roy
Anu is a TeachFirst leadership Alumni and digital trustee and teacher committee lead for charities in England and Scotland. She is currently a digital curriculum development manager and works in inclusive education projects incorporating tech.
This year is the first time I have developed and designed curriculum models for young people in the care system. Although students I have taught in previous roles come from a range of backgrounds, this role is the first time I have looked at curriculum specifically through the lens of an education that often forgets the difficulties faced by care experienced young people.
Out of nearly 12 million children living in England, just over 400,000 are in the social care system at any one time. They face a lot of disruption in their learning journey due to personal circumstances, financial difficulties and challenging home circumstances. This means in comparison to their peers, care experienced young people fall behind in most education and health outcome indicators.
Working with a team of educators, social workers, web developers and UX/UI designers, these are the ways we believe curriculum development can help experienced young people thrive:
- Introduce context alongside technical concepts: technical concepts across all subjects can be difficult for CEYP to master in a short space of time so contextual information wedged on either side of a technical explanation will enable their understanding and grasp to learn and embed the technicality in their wider learning framework.
- Champion peer learning– CEYP could have challenging interactions with direct instruction if it reminds them of unpleasant previous instructor situations therefore activities that use peer learning not only lowers the stakes for them to develop their self confidence and interactivity in a lesson but encourages building friendships within the classroom while learning key concepts together.
- Open ended ethos– instructors and teachers should veer away from specifying the outcome of a learning topic as ‘to achieve grade _’- instead the learning objectives should first be anchored to exploring the curiosity around the topic with prompts such as ‘what would happen if____?’ or ‘what could we learn if we explored how___’. Academic pressure to perform instantly can feel overwhelming for CEYP. While they should not be met with lowered expectations, instead the reframing helps to welcome them to first explore before learning the topic and moving on to an evaluative stage where they gain more agency.
- Knowledge connection outside the classroom-Learning feels more relevant for CEYP when they are introduced to topics through the lens of real world use. Introducing a curriculum through a skills development framework linked to increased employment motivates them to understand the use of each topic, further strengthened by real world examples, work based scenarios and soft skill demonstrations. It helps them bridge the transition from education to active skill application and any learning based curriculum should also have opportunities through project work for practical applications related to public speaking, project management, team building and problem solving for CEYP to gain experience in these areas.
Many educators are unaware of the students in their classrooms who come from a care experienced background. While this should not be the only aspect of their identity to focus on, a student centered approach to relationship building alongside these curriculum findings should enable educators to build strong relationships by understanding the story and journey many of their students have taken to make it to the classroom and learn each day. Aimed with this knowledge and bespoke approach, schools and their wider communities can foster a sense of belonging for care experienced young people, something they have been denied of for too long.
Seeing the Unseen
Written by Tyrone Sinclair
Tyrone is deputy headteacher of Addey & Stanhope School in London. He was a contributor to the BBC Teach resource, Supporting care-experienced children.
A significant majority of educators are drawn to the profession because they aspire to be catalysts for change. However, they are often taken aback by the limitations they encounter as they grapple with the multifaceted aspects of the profession. Change through support is a very delicate skill, one often not covered thoroughly whilst training, but it necessitates intentional leadership at an institutional level. Nonetheless, educators possess a unique liberty in that we are all leaders, regardless of our level of authority. We all possess the capacity to foster safety and facilitate opportunities for change within our respective spheres of influence, whether it be in our classrooms, through the curriculum, parental engagement, meetings, trips, and so forth – the possibilities are endless.
We are currently living in one of the most inclusive eras in human history. Whilst this allows for celebration, it also compels us to delve deeper and consider who is being included. Whose voices are being marginalised? Whose experiences are being disregarded? Who is seen and who is unseen? Ultimately, how is equity being applied in these circumstances?
The fight for inclusivity is a pursuit of social justice that extends far beyond the confines of the classroom. Its effects can be recognised and rewarded on a global scale. Although we may be making progress towards inclusive equity, it is important to acknowledge that not all spaces prioritise safety or consideration for all individuals. Education, therefore, is an embodiment of social justice as it endeavours to address the various inequalities that exist within society by creating opportunities and explicitly striving to provide equal opportunities for all.
This raises the question – what can I, as an educator, do? Amidst the external pressures, deadlines, targets, and ever-expanding job description, how can I make a meaningful change?
I believe the answer lies not in what can be done, but rather in how it can be done. I have been challenging educators to reconsider the spaces they create for safety. I urge them to contemplate the most vulnerable student who may ever enter their classrooms. Consider all the safeguarding concerns, whether they are rooted in familial or contextual factors. Reflect on the experiences these students have endured not only throughout their short lives, but even on that very morning. Contemplate the sacrifices and who they have to leave at the door just so they can walk into your space and conform.
Care-experienced young people are often among the most vulnerable individuals we encounter. The range of experiences they may have endured is vast, but more often than not, these experiences are far from ideal. Imagine the worst possible scenario. Consider the impact this must have on their worldview and how this trauma manifests itself in their thoughts, pathology, behaviours, and even their physical wellbeing. Now, take into account the intersectionalities that these young people may identify with. How much more challenging would it be for those from marginalised groups? How would you connect with such a young person? How would you welcome them into your space? What measures would you put in place to support, encourage, reassure, and protect them? How would you guide them if things went awry? Undoubtedly, your approach would be thoughtful, compassionate, and considerate. We know that for every vulnerable young person we are aware of and deem worthy of intervention, there are countless others who remain unknown and unsupported. Moreover, the strain on resources and support services makes it even more arduous for marginalised groups to access the help they need. Thus, your approach and support as an educator are pivotal to the safety and wellbeing of these young people, as your intervention may be the only kind they receive. Consequently, every interaction becomes an opportunity for intervention.
The experience of marginalised groups is to be unseen. This is often unintentional, but it is undeniably systemic and institutionalised. As educators, we are on the frontlines, and it is our duty to intentionally see what the world chooses to ignore. We must consciously consider worldviews and experiences that may differ fundamentally from our own. We must be intentional about change.
What can care-experienced young people teach us?
Acknowledging the unseen requires us to not only consider young people who have experienced care, but also challenges us to broaden our considerations even before they enter the system. Many care-experienced young people were once students in someone’s classroom, often unseen and unnoticed. However, we have the privilege of seeing the unseen and deliberately choosing to create safety for them within the spaces we control and have influence over.
For more information about the BBC Teach resource, Supporting care-experienced children, please visit https://tinyurl.com/ywykzd5h
Peanut Brittle or Marshmallow? (Growing into Flexible Working)
Written by Erin Skelton
Erin is first and foremost an educator and her extensive experience includes a diverse range of roles, encompassing both pastoral and academic leadership positions, across both independent and state education settings. Prior to joining Bright Field, Erin’s most recent role was as Assistant Head and Head of Sixth Form in a top independent girls' school. In this role, she nurtured her students, instilled a sense of purpose and provided invaluable mentoring to prepare them for life as a woman in the 21st century and beyond.
It’s 8:39 on a Monday morning as I sit and type this. I’ve already had breakfast, fed the dog, emptied the dishwasher, folded and put away the laundry, and undertaken the mammoth task of ensuring that my son was prepared for the day and is sitting on the school bus. My first meeting isn’t until 10:00… Normally, with military precision I would be up, packed and gone by 7am on the dot to get myself to school for 7:45. Logged on, armed with the first of many caffeinated drinks, I would already have sent multiple emails and dealt with numerous issues before anyone else arrived; after all, I had spent the last seven years as Assistant Head in charge of a large Sixth Form in a top independent school.
And yet, here I am, on a Monday morning, sitting in my home office. I am one of many senior leaders in education who have opted out of senior leadership. If you’re reading this, then I’m sure that you have read the constant stream of headlines and statistics about teachers at all levels wanting to redefine what their working lives look like. Well, I am one of those people.
Full disclosure, the decision to step out of a SLT position has been a challenging one. As an Assistant Head, on a good day, I felt like I was making a significant difference to the school and students; I felt a real sense of purpose, like I was an empathetic superhero. That is a feeling I still love and it’s one of my core values. But realistically, I knew that to achieve that I was working sixteen-hour days, I was at every school event, answering emails at 11:00pm before I closed my eyes, and the first thing I would do in the morning was to check my email with dread to see what had come into my inbox whilst I was sleeping. I was sacrificing my time, my family and ultimately my wellbeing, and I was measuring my sense of worth solely by my job. But what about the holidays, I hear you say. Most Heads of Sixth Form work most of school holidays; we field university and UCAS application issues, worries about mock and real examinations, we prepare for and support Y11 students around GCSEs and entry to our Sixth Forms and we work tirelessly around A level results, university admissions and UCAS clearing. Almost every issue that lands with us is a matter that could change the course of a young person’s life. It is not a job for the faint of heart.
I spent so much of my time giving inspirational assemblies and talks about knowing your worth, being brave and following your dreams, that I had ultimately known for several years, that I needed to do that for myself, even if I knew that I would probably have to unravel many of my own self-beliefs to get there. I loved my role and I love my school. I was also fully aware that I could have tried to find a better balance, that I could have had healthier boundaries around my job, but the nature of my role meant that if I did that, it would be the students who lost out, because my role wasn’t about ticking boxes, it was about people and what made me a great Head of Sixth Form was that I was invested in ensuring every student was happy and as successful as possible.
Cue discussion about being authentic and following my dreams… The reality was that I felt trapped; I had been a teacher for eighteen years, all of which had been in some type of leadership position. I had no idea what it was to not have leadership responsibilities and like so many of my colleagues, I thought the only thing that I could do was “teach”; we forget the vast skill sets that teachers have. I made lists, I sounded people out, I listened to podcasts, and I read. I tried to remember what my dreams actually were.
Eight months ago, armed with my thinking, I walked into my Head’s office after psyching myself up for three months to speak to her. That initial conversation with my Head set things in motion, and I returned to my school in September as a part-time main-scale teacher for the first time in eighteen years. Here’s what I’ve learned so far…
We are educationalists not simply teachers. We have a vast skill set and are not defined by the parameters of a job description. Teaching seeps out of our pores and when you work outside of one singular educational setting you get a real sense of how this is a superpower that can be applied in so many areas of life and work.
I didn’t step down, but I did step out. I think it’s important to think about the language that we use when we talk about changes in the ways people work. I have had such mixed responses to my decision. When a person wishes to work more flexibly, particularly when the decision has nothing to do with childcare needs or health, that decision is often questioned on the grounds of their ability to “cope”. We shouldn’t have to cope; there are no awards for giving so much of yourself into any role that you have nothing left. I am a highly successful, highly competent leader in education; I didn’t fail because I wanted to step out of the parameters that were defined for me, I wanted to draw my own.
Flexible working doesn’t come without its challenges. I work full-time across two roles: one teaching and one largely within educational settings both in the UK and globally, plus some additional passion projects. Balancing the demands of both roles requires a lot of organisation and commitment to both institutions equally. I would add that as teachers, we are very institutionalised; our days run to a formulaic schedule, and we become adept at putting ourselves last during the course of the school day. This is a real issue for everyone I have met who has moved to part-time teaching or moved out of the classroom altogether. Suddenly there isn’t a bell telling us when we can go to the toilet, a timetable dictating how we spend our days, or a salary that we receive irrespective of the additional hours we put in. Suddenly we have to navigate part-time working conditions, changes to the complexity of how our tax, pension and benefits are calculated and sometimes a lack of understanding from the full-time staff managing our HR and payroll.
Stepping out of a leadership role and remaining in my school has also personally been a real challenge for me. I now know that I could have undertaken my SLT role part-time as well as taking on my new role with relative ease. I am also slowly settling into being a classroom teacher where there are no expectations for me outside of that role. It is hard to have to say ‘no’ when students approach me for support, or you can see colleagues struggling with the burden of their workload or a problem they would have previously approached me to solve, particularly given the nature and size of my previous role. At present, there is still a lot that I am doing behind the scenes to support which I am not paid to do, but I do so because I care, and my decision has had a significant impact on the school.
If you can make peace with the frustrations, flexible working can give you space, time, and a balance to your perspective and the way you live your life. It’s very early days for me, but already I am excited about utilising my skills in new ways, taking the time to meet new people, read inspiring books and work more creatively on projects that have a wider impact. I am noticing little things, taking reflection time, being out of doors, being more present with my family, resuming old hobbies and taking up new ones.
I find myself growing to fill an expansive space and I welcome it.
Make Yourself Heard
Written by Bennie Kara
Founder of Diverse Educators
Public speaking is a fact of life in the teaching profession. We speak to students all the time in classrooms, but every so often, we are called to deliver assemblies, or to deliver training to staff, or to speak to governors. Some of us are supremely confident in talking in front of students, but shudder at the thought of talking to a group of adults. If you’ve ever felt a sense of dread when you are asked to stand up and deliver spoken content outside of the classroom, you’re not alone. According to the British Council, 75% of us suffer from anxiety about talking in front of a crowd.
Speaking in front of the crowd may tap into a range of fears. We might fear being nervous and how that might affect our assignment. We might fear judgement, or fear that we won’t get everything across that we want to say. We might fear that people won’t listen. We might fear forgetting what we are saying in the moment, stumbling, freezing, feeling embarrassed. These are valid fears and affect most of us.
Whose voices are valued in the public space? Some people are less confident in their speaking abilities because their voices have been silenced. In the UK, global majority teachers work in a predominantly white British teaching workforce; we know the statistics on the ethnic make-up of leadership teams in education. Global majority teachers may suffer from the voicelessness that is part and parcel of existing in marginalised groups. This isn’t just true in terms of race and ethnicity; it is also true for sexuality, gender, disability, and neurodiversity.
Voicelessness erodes confidence. So it is hugely important that we learn how to find a voice in the public space and to feel like we belong there.
Finding your message
Regardless of the occasion, it is important to define the message. Speaking in a staff meeting, delivering a talk to parents – what is it that we want to get across? Not just in terms of the information, but also about you. How are you defining your leadership in the moment through what you say and how you say it?
The message might be small, or it might be momentous. In either case, we need to find ways to define a sense of who we are as engaging speakers and to ensure that we can convey our message effectively. This takes thought, planning, and crucially, constructive practice.
The best public speakers have elements in common. One of the most powerful tools in public speaking is your ability to tell a story. Storytelling is vital in public speaking, in the appropriate contexts. An assembly without a story, a keynote without anecdote can feel dry and impersonal. The most skilled public speakers I have encountered know how to weave a story into the talk with a deftness and ease that seems intuitive.
But storytelling is not intuitive for all. Some people are completely comfortable in selecting anecdotes, examples, stories, tiny useful narratives for the public engagement. Others have to think more carefully, but that careful process can lead to brilliant, engaging public speaking.
The Diverse Educators ‘Make Yourself Heard’ Course
Designing this course, for us, means that we can support you in developing the right mindset for public speaking and provide you with practical strategies to make yourself heard. It aims to develop a voice with you in small groups so that you have the chance to listen, learn, practise and hear feedback.
If you would like support in developing your voice, join us on the ‘Making Yourself Heard’ course using the details below:
Monday 15th January and Monday 11th March 4-5pm
Part 1 – Monday 15th January 2024 4.00-5.00pm
The first session is an intensive look at how you can plan, develop and deliver talk in public so that you can create impactful messages.
Part 2 – Monday 11th March 2024 4.00-5.00pm
This second session aims to support you in considering how to speak impactfully in public. It will cover planning, rehearsal and delivery style in a safe, supportive space with fellow educators.
Nb/ Both sessions will be held on zoom, they will be recorded so purchasing the recording is also an option if you are unable to make either of the dates.
The sea belongs to me again: Steering my disabled body through an able-bodied world
Written by Matthew Savage
Former international school Principal, proud father of two transgender adult children, Associate Consultant with LSC Education, and founder of #themonalisaeffect.
On a coaching call recently, my dog, Luna, and I were surprised by a sudden knocking at our front door. I apologised to my coachee, grabbed my crutches and went to investigate. Our house is at the remotest edge of a small crofting township on the Isle of Skye, in north west Scotland, and so doorstep visitors are extremely rare. Usually, Luna alerts us when anyone appears even on the horizon, but her guard was clearly down, and the knocking made us both jump.
We moved to Skye in the summer of 2021, post-lockdowns and having recently returned to the UK after a decade working in the international schools sector, our two children soon to fly our family nest. Like so many itinerant educators, enriching and mind-opening though the experience had definitely been, we were determined to find roots, and this was, we hoped, to be our ‘forever home’.
It offered a remoteness that appealed strongly to my inner introvert, and with nature at its absolute grandest at our finger- and toetips, I would be able to do some of the things I loved the most, every single day, hiking, trailrunning or losing myself in Luna-exhausting walks. In fact, there was a footpath from the end of our drive, snaking across the moors to a colony of harbour seals, but one jewel on a rugged coastline I longed to explore from the rocks, a kayak, or even, if I could brave the temperature, the waters themselves.
However, the weekend before our move, I began to fall ill. A complex neurological disorder would, within just a few months, confine me to a wheelchair, completely unable to walk. Swapping two legs for four wheels, my life would change unrecognisably. Two years on, try as I might and despite the ‘disability pride’ badge occupying pride of place below my computer monitor, I am struggling to be proud of my disability, even though – with each passing day, week, month – the lines between my disability and me are disappearing completely.
Many of my everyday symptoms – the allodynia that secretly burns my skin, the angry twitches that shock my muscles, the stammer that silently benights my speech, the spasticity which tugs my shrinking legs – are invisible to others. But everyone can see that I cannot walk, and learning to navigate an able-bodied world with a disabled body has taught me so much. About our bodies and all the things we take for granted; about a world designed and built by and for those who can walk; and about the power perpetuated by that design and construction, the tyranny of physical space.
I am privileged to be engaged in a project, with tp bennett architects and in association with ECIS, in which we aim directly to challenge that power and to seek what we are calling ‘liberated school spaces’. Teams of educators, architects and students will explore how the different spaces in our schools – circulation, classroom, sustenance, personal and outdoor – can too easily exclude, marginalise and oppress the very, marginalised groups they should most seek to include. A school campus, like the world beyond its gates, is, in so many ways, an instrument of power, and that has to change.
But it is beyond the school gates that I have most experienced this tyranny myself, and I share here some small windows into my story. These snippets are about planes, trains and automobiles; about bathrooms, doors, and bathroom doors; and about curb cuts, actual and metaphorical. Because all of these have, in their own way, kept me on the margins of society; because I know that my ‘protected’ characteristic is unprotected, tyrannised even; and because each of these spaces could, and should, be liberated.
Beyond the safe and known confines of our Highlands bungalow, I navigate any internal or external space in my electric wheelchair. The ‘door’ is a convenient metaphor for the portal to any community of power (we talk about getting our ‘foot in the door’, for example); but that portal, for me, is literal. If I want to enter or exit any building, or room therein, I am typically faced with a heavy, handled, hinged, outward-opening door, despite the fact that the only door that is easy and safe to open in a wheelchair is a sliding door, manual or, better still, mechanised.
This challenge is everywhere, in many an ‘accessible’ hotel bedroom, and especially so when I want to enter an ‘accessible’ bathroom. Almost every time I have wanted to use a public bathroom, I have had to ask a stranger if they would open it for me. As someone who does not believe students should have to ask for permission to use the bathroom, I certainly do not think I should have to do so myself. To add insult to injury, many an accessible bathroom does not provide sufficient turning space either; and flying out of one airport recently, I was told there was no accessible bathroom available at all.
As a consequence, I commonly try to minimise my fluid intake when out of my house, so that I do not have to suffer the indignity of a bathroom whose ‘accessibility’ is but a mirage, a performative badge that may tick boxes but does not liberate the disabled user. This is not to mention the bizarre requirement in many a public space that a wheelchair user report to a cashier in a nearby shop to collect, and return, the special bathroom key. I recognise this is to ensure able-bodied users do not occupy this targeted space – but, again, the design, much as it may seek to liberate, does anything but.
Whilst I love the success with which Zoom masks my disability, I love my face-to-face work. Norah Bateson calls this aphanipoiesis, the communing and commingling of multiple stories in a submerged, liminal space from which could eventually emerge a seedling of hope. And for me, professionally, nothing compares to this; how fortunate am I that the pandemic lifted its pall such that I can safely travel around the world again. And yet each flight, or succession thereof, treads on my agency and dignity, and my comfort and safety, at every juncture.
The system through which one requests special assistance when booking a flight varies between airlines in all but one thing: its complexity. Even airlines which build it into the booking process rarely pass this information on to the check-in staff, leaving me having to explain my medical condition and requirements again, all in earshot of an increasing, and increasingly irritated queue. And most airlines require persistent and repeated phonecalls and emails to secure a promise only that they will endeavour to provide said assistance.
I used to rely on the airport wheelchairs, but the understaffing of the privatised assistance teams, combined with the fact that most airport wheelchairs are not self-propelling, left me, too often, stranded in a corner, facing a wall, without access to food, water or a bathroom for several hours. Therefore, I invested in a foldable, electric wheelchair, which is now, to all intents and purposes, my legs. Just as I manage, despite numerous objections, to take it to the plane door, I am always promised that it will be returned to the door on landing; but, on landing, I am commonly told that it has been “lost”, panic setting in until it is discovered again, somewhere in the baggage hall.
Going through security is, at best, undignified and, at worst, invasive; on only one occasion have I been permitted to take my wheelchair onboard, and so my agency is taken away with it; boarding is a spectacle, whether or not I manage to avoid being forcibly strapped into the onboard wheelchair; the safety instructions, written or spoken, never mention someone like me; my crutches are routinely confiscated, and retrieving them, should I need the (inaccessible) bathroom, is laboursome.
And, on landing, it is not uncommon for me to remain on board for up to an hour after everyone else has disembarked, the crew for the following flight patiently caring for me until assistance has arrived. Every flight I take takes away a little part of me, and I am lesser forever thereafter. And yet, with intentionality, consultation and compassion, air travel is a space that could easily be liberated. The likes of Sophie Morgan fight this fight on my behalf; I used to give feedback myself, but nothing ever changed, and it is hard then not to give up on feedback altogether.
I love curb cuts. Designed in California by Ed Roberts and others in the 1950s and 1960s, they took one of the discriminating spikes of hostile architecture, and literally excised it to create a ramp that directly benefits people like me, but from which everyone else also benefits. Such a powerful idea is this that I use its metaphorical equivalent as one of the instruments of equity and justice through which every aspect of the school experience can be adapted for universal belonging.
However, whenever I navigate the pavements of a city, I have learned not to depend upon the existence of the actual curb cuts which would enable me to move, unencumbered, through those built environments. The only city where I have not faced this difficulty was Amsterdam, but this is because of the prevalence, far further up the food chain, of the bicycle; the wheelchair was an afterthought. I often talk to schools about the tussle, in any practice, between coincidence and consistency, and this is, fundamentally, an equity issue. The same is true for the humble curb cut.
In London recently, I selected a restaurant based on its social media and website having declared it fully accessible, only to arrive and find there was a step to enter the premises. This is not just frustrating; it is humiliating, distressing, and infuriating. The step may as well be a brick wall. Then there is the construction work which has temporarily diverted pedestrians on to the road, but without a ramp to cut that curb. And on a recent train journey, a step-free station was closed, which meant I had to ask several strangers to lift me, on my wheelchair, from the train at the next station.
Which brings me to the ramps, installed or designed with the best intentions, deliberate acts of inclusion, whose gradient is simply too steep to carry my wheelchair safely upwards. On at least three occasions this year, it is only the sharpest reflexes of a group of adults coincidentally nearby that prevented my wheelchair tipping backwards and sending me tumbling to likely serious injury below. Or the promised ramps which, for whatever reason, did not materialise, leaving me depending, again, on others, this time to lift me up the steps to the upper level.
I share none of these stories, any more than I would the myriad other stories I kept back, to elicit pity. No disabled person I know wants that. I only aim to offer a window into the tyranny, intentional or otherwise, of the able-bodied over those whose body is disabled, but one example of the power exerted by physical spaces over those for whom said power is but a pipe dream.
Too often, the burden of fighting for accessibility, equity and justice falls to those on the margins. Some schools I visit thank me for shedding a light on the inaccessibility of their campus; it is not uncommon for a school to ask a queer educator (or student) to educate the school on the harm of a cis-/hetero-normative curriculum, culture and climate; and many a school will finally seek to adapt to the needs of the minoritized only when an educator or student happens to inhabit that particular minority. And yet, as my own story epitomises, disability is a characteristic that could suddenly strike any one of us, temporarily or permanently, at any point of our life.
Consequently, I have had no choice but to adapt myself and my life to a world which has not, nor will it, adapt to me. The crutches offered to me, by default, collapsing bruisingly beneath my faceward-falling body too many times, I commissioned bespoke crutches which not only could bear my full weight but also came with attachments for mud, sand and even snow. And I invested in a disability-adapted, fully recumbent, motorised trike, on which I can now explore the lanes and byways of rural Skye, without depending upon anybody else.
Meanwhile, let us return to our unexpected visitor, knocking to the surprise of Luna and me in the midst of my coaching call. He was part of a team, funded by the charity, Paths for All, who were rendering fully wheelchair-accessible the entire footpath from the end of our drive to the rocky shore in the distance. And he wanted to inspect my trike, to make sure that the sharpest bend in the new path could accommodate its particular turning cycle.
I may cry easily these days, but I was moved to tears by this gesture. The view from my front room, until now teasing me with a landscape that I could only watch and imagine, was soon to be liberated. Both natural and built environment were bending to my needs, and the power was shifting. Very soon, I would be able to cycle to the sea, for the first time since we moved here. The seals may not have missed me, but I have certainly missed them; and, in this space, for the first time, I would finally feel free. I have yet to manage kayaking, and I cannot swim any more, but still, in a small but significant way, the sea belongs to me again.
Black History Month: Dismantling inequalities in education for better outcomes
Written by Henry Derben
Henry Derben is the Media, PR, and Policy Manager at Action Tutoring - an education charity that supports disadvantaged young people in primary and secondary to achieve academically and to enable them to progress in education, employment, or training by partnering high-quality volunteer tutors with pupils to increase their subject knowledge, confidence and study skills.
Before the pandemic disrupted education, students from Black ethnic backgrounds had the lowest pass rate among all major ethnic groups at the GCSE level. However, the 2022-23 GCSEs marked a notable shift from the pre-pandemic period, with Black students on average achieving similar English and maths pass rates comparable to students of other ethnic groups.
Black History Month is celebrated in October each year in the UK to recognise the historic achievements and contributions of the Black community. It is also a prime moment to reflect on the state of education and how it can be reshaped to create a more equitable and inclusive future.
As part of activities to mark Black History Month at Action Tutoring, we had an insightful conversation on how to ensure better outcomes and a more enabling environment for Black pupils in schools with Hannah Wilson, a co-founder of Diverse Educators, a coach, development consultant and trainer of Diversity, Equity, and Inclusion practice. Hannah’s former roles in education include head of secondary teacher training, executive headteacher, and vice-chair of a trust board.
Below are some highlights of the conversation.
Re-examining Black history in the UK curriculum
Black History Month in the UK often focuses on the celebrated figures and events in mostly Black American history, such as the civil rights movement and famous Black personalities. However, Hannah highlights an important criticism – the lack of focus on UK Black identities.
“We want to move to the point where Black culture and identity are integrated throughout the curriculum,” Hannah explains, advocating for a more inclusive and comprehensive approach. The celebration of Black identity is that it’s often a lot of Black men being spoken about and not Black women, queer people, and disabled people. Thinking about that intersectionality and looking at the complexity and the hybridity of those different parts of identity often gets overlooked as well.”
A new Pupil Experience and Wellbeing survey by Edurio shows that pupils of Any Other Ethnic Group (48%) are 21% more likely to rarely or never feel that the curriculum reflects people like them than White British/Irish Students (27%). Additionally, Mixed/Multiple ethnic groups (16%) and Black/African/Caribbean/Black British students (18%) are the least likely to feel that the curriculum reflects them very or quite often.
Unpacking performance gaps
Data has shown that while a high percentage of Black students pursue higher education, they often struggle to obtain high grades, enter prestigious universities, secure highly skilled jobs, and experience career satisfaction. The journey to understanding the root causes of these educational disparities is a complex one.
Hannah recommended the need to rethink career education and the lack of diversity, equity, and inclusion strategies that often work in isolation.
“I don’t think all schools are carefully curating the visible role models they present. The adage about if you can’t see it can’t be it, and the awareness around the navigation into those different career pathways. I think that is saying that schools could do better. There’s a bridge there to be built around the pathways we are presenting as opportunities on the horizon for young people as well. Representation within the workforce is another key aspect. We need to address the lack of Black representation in leadership positions, not only in schools but also in higher education.”
The early years and disadvantage
Disadvantage often begins at an early age. Children from low-income backgrounds, including Black children, start school at a disadvantage. Hannah pointed out that the key to dismantling this cycle lies in reimagining the curriculum, the approach to teaching, and in valuing cultural consciousness.
“It’s important to start with the curriculum. The curriculum in the early years should be diverse and inclusive. The thought leaders within that provision or within that key stage are often quite white. That’s often the disconnect at a systemic level when it comes to policymaking around provision for the early years. Who is designing the policy for the early years? Who’s designing the curriculum for the early years? Are we being intentional about representation in the early years?”
“However, we need to move beyond simply adding diversity as a “bolt-on.” Their representation should be integral to the curriculum, not an afterthought. As young as our children join the education system, what can we do differently from the get-go to think about identity representation.”
Breaking the concrete ceiling
While tutoring is a viable method to help bridge the gap for underperforming students, Hannah stressed the need to change the system fundamentally. Rather than continually implementing interventions when problems arise, it’s best to revisit the structure of the school day, the diversity of teaching staff, and the core content of the curriculum.
“It has to start with the curriculum, surely tutoring and mentoring all of those interventions like mediation support mechanisms are so powerful, we know that make up the difference. But what are we actually doing to challenge the root cause? We have to stop softball. We’re often throwing money at the problem, but not actually fixing the problems or doing things differently. We need a big disruption and conscious commitment to change, but it needs to be collective.”
“We need to address the concrete ceiling that often prevents Black pupils from accessing leadership opportunities. Career guidance, sponsorship, and mentoring should be part of the solution to break these patterns. Collective action is essential to create lasting change.”
The power of engaged parents
Change should also start at home. Parents and guardians play a crucial role in a child’s education, particularly in the early years. Hannah suggests a shift in the dynamic between schools and parents.
“Thinking about how we work with parents and create a true partnership and collaboration. That to me, is what some schools perhaps need to revisit – their kind of plans, commitment, or the ways they work with different stakeholders. Engaging parents more closely is definitely a way of helping them get involved in schools so they’re part of that change cycle.”
The call to action for allies
In conclusion, Hannah’s powerful call to action focuses on allyship, encouraging non-Black people to actively support and contribute to the ongoing struggle for equity and inclusion in education.
I think for people who identify as being white, the reflection and awareness of your own experience with schooling, where your identity is constantly being affirmed and validated because you saw yourselves in the classroom, in the teachers, in the leaders, in the governors, and in the curriculum, that’s often taken for granted. It’s time for us to step back, see those gaps, and to appreciate how that affirms us, but how that could actually really erode someone’s sense of self when they don’t see themselves in all of those different spaces.”
There should be a conscious intention that educators make about what they teach, who they teach, and how they teach it, to really think about representation and the positive impact it has on young people. And being very mindful that we don’t then just perpetuate certain stereotypes and not doing pockets of representation and pockets of validation.”
Hannah’s insights underscore the urgency of addressing the disparities in our education system. As Black History Month wraps up, let’s heed the call to action and take collective steps toward a more inclusive and empowering education system that taps and nurtures the potential of all young Black students.
The Differences Between Equality and Equity
Written by Governors for Schools
Governors for School finds, places, and supports skilled volunteers as governors and trustees on school and academy boards. They support schools across England and Wales to run effectively by finding high calibre governors to bring their skills and expertise to the table – and improve education for children.
One of the reasons many governors volunteer their time to local school boards is to help make the educational landscape a fairer and more inclusive place. However, for all pupils to thrive, governors must appreciate the diverse and complex ways in which some members of the school community face a disproportionate number of educational obstacles compared to their peers. Such groups of pupils can include, but are not limited to:
- Pupils from less advantaged households.
- Students who have English as a second language.
- Pupils who have a disability as outlined by the Equality Act 2010.
- Members of the LGBTQ+ community.
- People from ethnic minority backgrounds.
- And much more.
Since launching our Inclusive Governance campaign, we’ve noted that one of the best ways governors can do their bit to make schools more inclusive is to make a conscious effort to discuss equality and equity in board meetings. But what do these terms mean?
Put simply, equality means treating everyone the same way, irrespective of factors such as status or identity. Equity, on the other hand, means treating people differently in certain circumstances for equality of opportunity to be possible.
Creating equity is important within society as it puts students on a more level playing field, leads to better social and economic outcomes across wider society, allows students to feel more engaged and looked after, and leaves staff feeling more confident that they’re succeeding in their role.
The following illustration from the Interaction Institute for Social Change demonstrates that while equality means giving everyone access to the same resources, some people may not be able to utilise these resources due to factors outside of their control. As such, governing boards must put measures in place to ensure their actions are both equal and equitable, ensuring every pupil has the same experience.
When it comes to speaking about providing equity within schools, it’s important that governing boards are…
- Advocating for equality and equity within the wider vision and strategic direction of a school.
Consider whether the school’s vision and strategic direction is relevant and beneficial to all pupils. Governors could, for example, ask questions about targeted measures the school is taking to raise attainment among less advantaged pupils or those with special educational needs and disability (SEND), as well as how they will measure success in this area. Beyond academic attainment, governors may ask questions about whether the school is living up to its stated values, such as community-mindedness, compassion, or friendship. For example, does the school provide reintegration support for vulnerable pupils who may have spent time outside of school? Is this support appropriate and tailored to their different and potentially complex needs?
- Having discussions with students, caregivers, staff, and other stakeholders to understand how policies and actions being taken by the school are likely to affect them.
Having meaningful discussions across the school community can be a great way to catch underlying flaws in current plans. For example, ensuring lighting and paint colours on walls take into consideration visually impaired children. Other issues could include talking to people within the transgender community about changes to policies surrounding changing their names on registers.
- Looking closely at budgets and determining whether the school’s financial decisions benefit pupils in an equitable way.
As a board, listening to every governor’s perspective about the allocation of resources is a great way to ascertain whether funds are appropriately spent. For example, a governor with a background in SEND issues may have a very different perspective from a governor with experience of an alternative provision education. As this campaign highlights, attracting governors from a wide range of backgrounds onto school boards is one of the best ways to ensure pupils from across the community are well-represented.
Catch up with the rest of our Inclusive Governance campaign
For more support on pushing for inclusive practices within your governing landscape, you can have a look at our campaign webpage. You can also follow us on Twitter, LinkedIn, and/or Facebook for updates on the campaign.
Equality Act: The 10th protected characteristic?
Written by Matt Bromley
Matt Bromley is an education journalist, author, and advisor with twenty five years’ experience in teaching and leadership including as a secondary school headteacher and academy principal, further education college vice principal, and multi-academy trust director. Matt is a public speaker, trainer, initial teacher training lecturer, and school improvement advisor. He remains a practising teacher, currently working in secondary, FE and HE settings. Matt writes for various magazines, is the author of numerous best-selling books on education, and co-hosts an award-winning podcast.
This is an abridged version of an article that first appeared on the SecEd website on 13 November 2023. To read the full version, click here.
The Equality Act 2010 makes it unlawful for schools to discriminate against, harass or victimise a pupil or potential pupil in relation to admissions, in the way they provide education or access to any benefit, facility or service because of their:
- Sex
- Race
- Disability
- Religion or belief
- Sexual orientation
- Gender reassignment
- Pregnancy or maternity
These seven identifiers are called “protected characteristics”. There are nine in total, with “age” and “marriage and civil partnership” completing the list.
I don’t think the law goes far enough. I think there should be a 10th protected characteristic: social class. After all, class plays an important role in education and in later life…
Classism in education leads to underachievement and under-representation. Working-class students are among the lowest performers in our schools. If you’re a high-ability student from a low social class, you won’t do as well in school and in later life as a low-ability student from a high social class. It is social class and wealth – not ability – that define a pupil’s educational outcomes and their life chances.
Working-class people are also less likely to have a degree, work in professional employment, or be an academic compared to those from more elite backgrounds.
There are three problems with classism in schools:
- Curriculum design
The stated aim of the national curriculum is to ensure that all students in England encounter the same content and material to provide “an introduction to the essential knowledge that they need to be educated citizens”. There are two problems…
First, curriculum coverage – one size doesn’t fit all. Providing all students with the same curriculum further disadvantages those who are already disadvantaged.
We must deliver the same ambitious curriculum to every pupil. But we should offer more, not less – but, crucially, not the same – to working-class students. This may mean additional opportunities for those whose starting points are lower or for whom opportunities are more limited.
Second, curriculum content – definitions of core knowledge are classist. Selection of knowledge is made by those of a higher social standing rather than by a representative group of people from across the social strata.
Cultural capital is described as “the best that has been thought and said”, but who decides what constitutes the best? Ultimately, every school’s curriculum should celebrate working-class culture alongside culture from the dominant classes.
Also, we know that working-class students tend to be denied the experiences their middle-class peers are afforded, such as books at home, visiting museums and galleries, taking part in educational trips, foreign holidays and so on.
- Curriculum assessment
Our current assessment system could be regarded as classist. Let’s consider three elements:
- Home advantage: Those who don’t have a home life that is conducive to independent study are placed at a disadvantage, which is compounded for those who don’t have parents with the capacity to support them – whether in terms of time, ability, or buying resources.
- Content of exams: Exams tend to have a middle-class bias, such as requiring students to have personal experience of foreign travel or theatre visits.
- Exam outcomes: The assessment system is designed to fail a third of students every year – and it is the working classes who the suffer most. This is because the spread of GCSE grades is pegged to what cohorts of similar ability achieved in the past. Young people who fall below this bar pay a high price in terms of reduced prospects.
- The hidden curriculum
All schools have a hidden curriculum. It exists in a school’s rules and routines; in its behaviour policies, rewards, and sanctions; in its physical, social, and learning environments; and in the way all the adults who work in the school interact with each other and with the students. How sure can we be that our hidden curriculum does not discriminate against our working-class students?
Class a protected characteristic
If social class became the 10th protected characteristic, then schools would be required to:
- Remove or minimise disadvantages suffered by working-class pupils.
- Take steps to meet the particular needs of working-class pupils.
- Encourage working-class pupils to participate fully in a full range of school societies.
You can find out more about supporting working-class pupils in The Working Classroom, which has been written by Matt Bromley and Andy Griffith and is published by Crown House. For information and to access free resources, visit www.theworkingclassroom.co.uk
How we can make archaeology more inclusive
Written by Raksha Dave
Raksha Dave is an archaeologist, broadcaster and president of the Council for British Archaeology, within which also sits the Young Archaeologists Club. Raksha also works with arts organisations to help them find ways to encourage diversity and inclusivity in their environments.
When people ask me about how we can make archaeology more welcoming and inclusive, I often think about my four-year-old self. I was obsessed with dinosaurs and begged my mum to buy me a book about them. It opened my eyes to a new world. I still have the book. I found a world that I obsessively wanted to discover and felt as much right as any child to do so.
My teachers encouraged and supported my passion, fueling my interest through their teaching. No one ever doubted I could be an archaeologist. No one ever said that this was a profession where, even as recently as in 2020, 97 per cent are white.
The next generation of brilliant archaeologists aren’t teenagers, they’re children. We need to engage them in the subject, but we’re failing. The profession needs to do better at communicating that archaeology isn’t just about ditches and digging if it’s to widen its appeal.
Archaeology is about the remains people leave behind whether that was an hour ago or 3,000 years ago. When any child opens their door, they are immersed in an archaeological environment: old signs on the sides of buildings; windows bricked up; changes in the architecture and age of buildings; and old boundary markers. There is so much to discover just on our doorsteps which can shed light on the past.
Excavation can mean researching an old camper van, recording the objects left at a refugee camp in Calais, or researching a World War Two encampment. Archaeologists are even researching the remains of contemporary music festivals which can help us understand more about people who lived – and feasted in the past; like our prehistoric ancestors at Durrington Walls, near Stonehenge, more than 4,500 years ago.
Archaeology is also about rethinking our past. I’ve just been working with BBC Teach on a new Live Lesson for primary schools about the Romans. Filmed on location at Vindolanda Fort, on Hadrian’s Wall, it’s about discovering who might have been living at the Roman fort. We think of forts as simply military settlements to defend and protect, but that wasn’t true in Roman times. Forts were actually attached to large settlements with people from all walks of life. The military would bring their families, and lots of traders would be attracted to the settlement to sell crafts, food or offer services.
The Live Lesson sets children a mystery to find out why objects like a toy wooden sword and a luxury Roman shoe have been found at the site (you’ll have to watch the programme to find the answer). I hope it encourages children across the country to become more curious about the past and helps them to relate to the people who lived at Vindolanda. Seeing ourselves in the past, being able to discover and experience people’s lives through relatable objects like shoes, toys, hair clips and jewellery enables children to make a direct connection to their own lives.
As well as seeing ourselves in the past, archaeology also needs to shrug off its dusty academic image. It is a multi-disciplinary subject which spans the humanities and sciences. It really is accessible to young people through apprenticeships as much as through degrees.
Almost all of archaeology in the UK is undertaken by commercial organisations. Their focus is on planning and building infrastructure. From new houses to railways, archaeologists work alongside civil engineers and planners to help these projects come to fruition. More than 200 archaeologists worked on the Crossrail project, discovering tens of thousands of artefacts of significant importance.
Any child should feel that archaeology is a profession, or an interest they can nurture, where they can feel they belong. Demystifying the topic, helping them understand it can happen on their doorstep, and showing how very diverse our past is, can help children to see themselves in archaeology and feel curious to know more.
The Romans – History Live Lesson is available to watch on BBC Teach. For more information and teaching resources, please visit: https://bbc.in/3tx4uWx