Reimagining Your Curriculum: Steps to Embrace Diversity and Equity
Written by Krystian McInnis
Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.
In recent years, educators worldwide have begun to scrutinise their curricula for underlying biases and exclusions, calling for a wider range of diverse materials to enhance every student’s learning journey (Kara 2022). While many teachers hold a strong commitment to equality, their curricula still lack diversity, and often fail to reflect the multiplicity of perspectives that make up our increasingly globalised world. As societies grow more diverse, educational institutions face increasing pressure to adapt curricula that genuinely reflect the communities they serve. For many educators, “reimagining” the curriculum to embrace diversity and equity means moving beyond mere rhetoric or the adding of decorative slides; it requires a transformative approach that at its epicentre embraces inclusion, broadens perspectives, and fosters a deeper understanding of global issues. This ultimately brings to the forefront an essential question: how can educators reimagine and enrich their curricula to ensure all students see themselves represented, where they can feel seen, heard and believe that they belong.
The Need for Change
In May 2020, following the senseless killing of George Floyd Jr, amidst a time of isolation and solitude, many individuals began questioning not only their personal beliefs but also the societal structures that perpetuate inequality. The mere stance of not racist, no longer suffice, saw many people make an active shift towards reconsidering their position to one of anti-racist, intentionally seeking ways to disrupt and remove the barriers many face on a daily basis worldwide both from a personal and an institutional perspective.
With this being the landscape, many teachers decided they wanted to make meaningful changes and begun questioning their lessons and curriculums, exploring the inclusivity of them and to what extent they were representative of the diverse nature of the country and communities they served. Nabagereka and Melzer (2022) argue that for children and young people to fully engage with their learning, they need to see themselves reflected in what they are learning about. Furthermore, they argue that by not feeling represented in the curriculum, this can be disempowering and discouraging, negatively impacting pupil wellbeing, stopping them from achieving their full potential. Therefore, diversifying the curriculum extends beyond a mere nice to have, but rather critical for student care.
Engaging All Learners: The Imperative of an Equitable Curriculum
A diverse and inclusive curriculum plays a fundamental role in developing cultural competence, empathy, and critical thinking in students. It allows all students to see themselves and others within their learning, not only fostering a sense of belonging but also supporting with the much-needed work on social cohesion too. Banks (2015) argues that inclusivity in education not only enriches the learning experience for students from marginalised communities, but also benefits all students by broadening their worldviews and preparing them for a multicultural society. Without a deliberate effort to incorporate diverse perspectives, we risk perpetuating a curriculum that reflects an extremely narrow and predominantly Eurocentric, White male-dominated narrative.
Whilst the uptake has been slow, and efforts lagging within many institutions, the call for a more diverse curriculum has been clear. The Commission on Race and Ethnic Disparities (CRED) report recommended curriculum reforms to increase the representation of Black, Asian, and Ethnic Minority communities, arguing that more inclusive content could help reduce racial disparities (CRED, 2021). Additionally it asserted that a curricula reflecting a range of experiences, histories, and perspectives contributes to a learning environment that is more engaging, inclusive, and better prepares students for citizenship in a multicultural world.
Limitations in Traditional Curricula
It would be remiss of me however, to not state there are barriers and limitation. The first step however, in building a diverse and equitable curriculum is acknowledging the limitations in traditional approaches. Traditional curricula often exhibit an over-reliance on Western-centric authors, perspectives, and historical events, particularly within the humanities. Within this we have seen the intentional omitting of stories, contributions and voices of cultures, far too often classified as ‘other’ (Au, 2009). Therefore, a curriculum audit is a way which can identify gaps, guiding us to understand where imbalances and exclusions may exist. I would recommend that when starting an audit to critically assess a curriculum, it is vital to consider the following questions:
- Are there voices, narratives, or cultural perspectives missing from my curriculum?
- Does the curriculum offer diverse perspectives within each subject area?
- How does the material encourage students to engage critically with the world around them?
Building an Inclusive Curriculum
Creating an inclusive curriculum involves more than the mere adding of decorative diverse images, but rather relies on three core elements: representation, relevance and reflective engagement.
Representation: Critical to an inclusive curriculum is the reflection of a wide range of perspectives, including those from various racial, cultural, socioeconomic, and gender groups. It is important to remember, diversification does not remove existing literary masterpieces by White authors, nor does it erase Western history, or remove Europe from the map in geography lessons as some might suggest, but rather broadens the amount of narratives being explored. For example, presenting African nations not merely through a lens of poverty, but also in terms of their rich resources and complex histories offering a fuller picture of the individual countries. In doing so, it helps to present a balanced narrative of events allowing students to engage with an in-depth, more nuanced understanding of the world around them.
Relevance: Schemes of work should be culturally and contextually relevant to students’ lives. Whilst the communities practitioners serve now might be monocultural, it is imperative that they are preparing their students for the wider, multicultural Britain they live in, and the globalised world around them. Critical to a diverse and inclusive curriculum is one that not only engages students academically but also fosters critical consciousness, helping students to understand, question, and reshape the world they live in, allowing for them to question and formulate their own worldviews. By doing so, we can at least begin to develop a curriculum that resonates with students’ identities and experiences, enabling them to connect their learning to broader societal issues.
Reflective Engagement: As reflective practitioners, it is of upmost importance that we encourage students to reflect too, with a robust diverse curriculum allowing for this to take place. An inclusive curriculum encourages students to question dominant narratives and think critically about issues of power, privilege, and inequity. Ultimately, through reflection, we create the space for students to explore and understand their own positionality too. Within this, students move from being merely passive recipients of knowledge to active participants in uncovering and understanding complex social dynamics (Au, 2009).
Conclusion: Embracing Diversity as a Journey, Not a Destination
Creating an inclusive curriculum is not a one-time task but an ongoing journey. While some may fear the time commitment required for these changes, it’s important to remember that small steps—such as integrating diverse materials or adapting lesson plans—are all meaningful progress. By embracing diversity iteratively, we can gradually build curriculums that reflects the values of equity and inclusion.
Note, resistance from stakeholders may arise, especially when changes challenge long-standing traditions. However, professional development and collaboration with colleagues is crucial for this work to be successful, whilst also not overwhelming ourselves or the curriculums already in place.
Whilst the journey might be difficult, it is certainly a rewarding one. Through intentional and incremental work of diversifying your curriculum now, I assure you one thing: The work you do won’t just change the classroom, but will change you as a person too. As practitioners, we have an opportunity and an obligation to be part of this change, so that the teachers of tomorrow no longer have to justify the necessity of a representative curriculum and their pupils never have to suffer the pain of questioning their place in the classroom or society again. An inclusive curriculum not only enriches the educational experience but also helps students navigate a complex, interconnected world. By transforming our curricula, we take an essential step toward creating a society where all students feel seen, heard and that they belong. While the journey may be complex, the rewards—students who are more empathetic, culturally competent, and engaged global citizens – are worth it.
An Explicit Commitment to Inclusion and Diversity
Written by The MTPT Project
The UK’s only charity for parent teachers, with a particular focus on the parental leave and return to work period.
Like many organisations, The MTPT Project responded to the horrific murder of George Floyd in 2020 by sitting up and paying attention to the voices of the global majority colleagues within our community.
In many ways, we were fortunate: four years after our founding as a social media handle and grass roots network, 2020 was also the year that we registered as a charity. We had a near-clean sheet to start from; few ingrained cultural issues within our organisation to unpick, and a whole lot of learning to do.
Even before The MTPT Project was ready for its current growth, it was very clear to me that we had the potential to be part of the problem: if we were empowering colleagues with networking and coaching opportunities over the parental leave period, they were more likely to remain in the profession. They were more likely to remain in the profession happily. They were more likely to have more options open to them. They were more likely to progress into leadership, and increase their earnings.
Our first Diversity and Inclusion report was published in 2020, and stated, “we recognise that if we fail to explicitly engage with a diverse range of teachers, then we will play a part in disadvantaging certain groups within the education system. This is not what we want.” (MTPT, 2020)
By 2023, our commitment had evolved further: “We recognise that by retaining a diverse range of teachers in the education system when they become parents, we are providing our students with powerful role models. In the long term, we therefore also want the demographic of these groups to represent the student body that we serve.” (MTPT, 2023)
As of October 2024, there are a number of things worth celebrating: in our annual Diversity and Inclusion report, we shared that 22.5% of the participants on our 1:1 and group coaching programmes in the previous academic year were colleagues from global majority backgrounds. This is more than the 10% of Black, Asian, Mixed and Chinese teachers in our wider workforce (DfE, 2024), and closer to the 31% of students from these backgrounds (DfE, 2024).
What’s more, following the first Return to Work workshop of this academic year, we got even closer to our 31% target, with 30% of participants attending our live workshop identifying as Asian, Black, from Mixed ethnic backgrounds, or Chinese.
These statistics look great, but why are they important? Well, while maternal identities and experiences may vary by ethnicity and culture, motherhood intersects with many other identity markers.
By ensuring fully inclusive support is available to the mothers in our workforce, we are also providing support for one aspect of a Muslim mother’s identity. Or for a working class mother’s identity. Or for a lesbian mother’s identity.
By increasing representation across our communal events, we are defeating the “only” phenomenon whereby our community members feel welcome, but are still the only Bangladeshi participant in a workshop, or the only colleague who identifies as Mixed race in a group coaching session.
As representation increases, the identity of the organisation changes, along with its impact: this is a place for us, and we too shall benefit from what The MTPT Project has to offer.
This representation has not come about by chance, but rather an explicit resistance to the ease of creating an organisation that simply reflected its Founder, rather than the education system that we serve.
Start with Stats
As an organisation, what are your key measurables? For The MTPT Project, they are: engagement in our coaching programmes, engagement in our workshops, and involvement in our core team. What are your bench-markers for these measurables, and why? For us, we moved away from aiming for the 10% workforce representation because this in itself is a statement of underrepresentation.
Get Educated, Create Space and Listen
Read, listen to podcasts, attend events. Stop talking when others share their lived experiences, and thank them for doing so. If you ask for support, do so judiciously and with humility: it is not our colleagues’ responsibility to teach us, but some may be very happy to be part of your organisation’s journey. Then reflect on what all this means for your organisation, and your core work.
Be What You Can See
We worked explicitly on our visible role modelling. Whether this was using stock images for our event promotion, or seeking out and platforming our case studies. Wherever possible, we favour images of people of colour and we use these across all our channels: promotional fliers, social media, website, newsletters, panel line ups, guests we recommend for podcasts. If we have the choice between an overrepresented face and an underrepresented face, we go with the face we suspect may need an explicit welcome.
Protect and Empower
Cost will always be a barrier in the education sector, and this is only exacerbated by the expense that comes with parenthood. There are lots of other nuanced reasons why someone from whatever counts as a ‘minority group’ in your organisation (one of ours is men!) may not feel as comfortable asking for funding or opportunities as someone from the majority group.
Wherever we can, we remove this barrier by seeking funding specifically for colleagues from global majority backgrounds, or finding other ways to earmark coaching and workshop places. The message is: we have saved a place for you at this table, and it is ready for you when you arrive. It has made a real difference to engagement.
Make Mistakes with Humility and Without Ego
For someone used to privilege (and a people pleaser!), this is easier said than done. I have made mistakes. Things have not worked. Thankfully, I have not caused awful offence along the way but there have been moments of clumsiness borne from ignorance or simply the natural consequence of experimenting and taking a risk. If a strategy doesn’t work, respond with pragmatism: roll with the learning process, reflect and take stock and… do more listening.
References:
MTPT Project, 2020, Diversity and Inclusion Report, https://mcusercontent.com/bda931ab27a93e7c781617948/files/94280f62-c7e3-4ae8-8362-9b20f86dfa17/2020_Diversity_Report.pdf
MTPT Project, 2023, Diversity and Inclusion Report, https://www.mtpt.org.uk/wp-content/uploads/2023/09/2023-Diversity-and-Inclusion-Report.pdf
DfE, 2024, Schools Workforce Census, https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england
DfE, 2024, School Pupils and their Characteristics, https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics
Be where you are embraced, not celebrated: exploring use of language when developing an equality ethos
Written by Andrew Moffat
Andrew Moffat has been teaching for 25 years and is currently PD Lead at Excelsior MAT. He is the author of “No Outsiders in our school: Teaching the Equality Act in Primary Schools” and “No Outsiders: everyone different, everyone welcome”. In 2017 Andrew was awarded a MBE for services to equality and diversity in education and in 2019 he was listed as a top ten finalist in the Varkey Foundation Global Teacher Prize.
Can we talk about the word celebrate?
I am a big supporter of Diverse Educators, but the use of the word celebrate in the tag line I think is not needed, in fact I believe it could be detrimental to our aims. “Be where you are celebrated…” Really? Do I need to be celebrated? For what? Being male, being gay, wearing glasses? Really?
Diverse Educators are not alone using this word; I used it in the past. My first resource on teaching LGBT equality in 2006, “Challenging homophobia in Primary Schools” (published by Coventry City Council in 2007 and by Birmingham City Council in 2010) states in the introduction, “Every child benefits from an ethos of mutual respect and a celebration of who they are.” (p2) and later, “Children need to understand that the world is full of different people who like different things and we should celebrate that fact with them.”(p5)
In my first properly published book, “No Outsiders: Teaching the Equality Act in primary schools” (2015) I state, “We have to be delivering a curriculum where diversity and difference are celebrated.”
But by 2020 I had changed my mind. I was trying to step away from the use of the word celebrate trying to find alternative words. Why? Because I was facing significant challenges to my equality work from a religious perspective, and I had to find a way to bring people on board.
Let me explain…
2019 was a very difficult year. RSE ruined my life! Everything was going fine until new RSE guidance from the DfE suddenly put LGBT+ education into the spotlight. Despite my school successfully running No Outsiders for four years previously to 2019, suddenly there were huge protests outside my school against it. “Stop sexualising children!” “My child, my choice!” “Stop indoctrination now!” “Stop No Outsiders,” read the placards. The protests lasted for 6 months and then fizzled out. Today, that school runs No Outsiders successfully and it’s like the protests never happened. A 2022 Ofsted report for the school opens with the line, “Children say there are no outsiders here and that everyone is welcome.”
During the protests, I received a letter from Mike Smith, a vicar from Cheshire who was also a chair of governors at a primary school. Mike was writing to express support but in the letter, he also mentioned the language I was using. Mike pointed out that I was asking schools to celebrate diversity and that meant in turn, asking schools to celebrate LGBT equality. As a Christian, Mike argued, he could not ‘celebrate’ LGBT people as he believes marriage is fundamentally between a man and woman. However, he could tolerate LGBT people; he wanted to be an ally. Mike asked me to consider using the word tolerate more, rather than celebrate.
Hmmm….
My initial reaction was absolutely not! I have never liked the word tolerate. Tolerate is word used when you are putting up with something; a buzzing noise, rain. I am not going to teach children to tolerate each other. It feels so wrong.
But I was in the middle of this mess at the time. People shouting at me from all sides. And maybe stopping and listening is the best policy. So, I got in contact with Mike and we talked. Mike was brilliant. He really shifted my thinking on this as we came together from two very different places and tried to find a way through.
Mike asked me, “Do you need to celebrate to feel accepted?” It’s a good question. I’ve worked in schools for nearly 30 years, and we’ve always blithely said, “We celebrate diversity,” whatever school I’ve been in. But let’s just step back for a moment and ask what that looks like. How do you stop that being tokenistic? ‘Ooh it’s pride month – get the rainbow flags out!’
The other problem here is that we don’t live in that rose tinted world. Homophobia exists, racism exists, misogyny exists. There are some people in our communities who simply do not wish to celebrate Pride month or celebrate gay people existing, and they should not be forced to. As an adult, you are not forced to join a pride parade; you cannot stop it happening and there are laws that protect the existence of LGBT people, but you do not have to celebrate that. You just need to accept it happens.
Should schools be celebrating LGBT+ people? If we are truly preparing children for life in modern Britain, shouldn’t we instead be teaching children that Pride exists, asking why it exists and recognising that some people join pride parades as a means of protest, some as a means of celebration, and some people don’t agree with it. Children should form their own opinions. As long as a child is not othering someone, judging and saying they are wrong for being who they are, I think it’s ok for a child to choose not to celebrate pride. Pride exists and will be celebrated whether that child joins in or not. You could argue a debate about Pride where children are encouraged to disagree, only strengthens the arguments for Pride existing!
There was a perception at the school where we had protests that we were forcing children of faith to celebrate LGBT equality. I don’t think we were doing that, but perception among parents is everything in schools, isn’t it. After conversations with Mike, together we came up with an alternative word to celebrate which was “accept”. At my school we spoke to parents about removing the word celebrate and we changed displays from “We celebrate diversity” to “We are diverse” or “We accept each other’s differences”. I really tried to show that I was listening and changing my language and the parents appreciated my efforts. I wrote a chapter in the second No Outsiders book “All different, all welcome” (2020) called “Tolerate, celebrate, accept” where I explained what I was trying to do. Lots of schools, particularly where there was a large faith cohort, told me they liked this strategy.
But I was never happy with the word “Accept”. I was constantly searching for an alternative word and then it came – “Embrace”. I think “We embrace diversity” is fantastic. You can embrace something without necessarily agreeing with it. You don’t have to celebrate it.
So, since 2021, embrace is the word I have been using. In my own school hall we have a great display (see below) with the words “We are different – we belong here” which is perfect. I think celebrating can be triggering for some people, particularly when talking about LGBTQ+ and faith, so I have simply removed it.
I always discuss this in my training, and I always say, “Of course, I may be wrong about this!” I have been wrong in the past and maybe I’m wrong here, I think it’s certainly worth a discussion and I may change my mind in future. I also want to make clear that I absolutely celebrate Pride every year myself. I have been to three Prides this year and I love them. I love being gay and I’m very proud to be gay and to be out to people. But I don’t need you to celebrate me. I do want you to accept me without judgement, but I don’t need a clap!
Find out more about No Outsiders: www.no-outsiders.com
Find our new No Outsiders scheme of work for 2024 “No Outsiders: We belong here” by Andrew Moffat (Speechmark, 2024)
Watch the film of Mike Smith talking about our conversations and language https://www.youtube.com/watch?v=1PeUmCprYfo&t=2s
The Battle for Inclusive Education: A Glimpse at the Frontlines
Written by Rachida Dahman
Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.
“It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders”. Rachida Dahman
The question of inclusive education for all remains a central theme that presents us with challenges while simultaneously offering opportunities for change and progress. Amidst this multifaceted scenario, we witness an unprecedented battle on all fronts. From the classrooms to the corridors of power, there is a struggle to shape the educational landscape and pave the way for a fairer future.
A Reordering of the Education System
The good news first: schools do not have to remain in permanent crisis. Despite limited resources and the need to address the needs of children and families with special requirements, there is a growing demand for a fundamental restructuring of the education system. This restructuring transcends mere resource reallocation; it demands the deconstruction of antiquated paradigms and the reconstruction of an educational system that fundamentally empowers students to question prevailing norms, resist conformity, and actively redefine the contours of their world. From parents to teachers to students, there is a push towards developing individuals who can make decisions with integrity and zest for life.
Key Factors in Transformation
School infrastructure: The modernization of teaching and learning materials, along with the integration of innovative technologies, is crucial and must be driven by a fundamental rethinking of what education should achieve. Additionally, forming smaller classes is necessary —not merely as a logistical improvement but as a means to foster genuine dialogue between students and teachers, allowing for personalized learning that respects and celebrates diverse linguistic and cultural backgrounds. This approach may also serves as a countermeasure to the homogenizing effect of standardized tests, which too often serve to enforce conformity rather than inspire excellence.
Conditions of School Buildings
A thorough analysis of school buildings is essential not just to meet the high standards of safety, accessibility, and educational quality, but to reimagine these spaces as the physical embodiment of our educational ideals. Renovating and modernizing existing infrastructure is imperative, yet it must go beyond mere compliance with regulations. We need to envision schools as dynamic environments that inspire learning, creativity, and a sense of community. This requires an architectural revolution, one that not only considers the physical space but also how that space interacts with the psychological and emotional wellbeing of students and educators alike. By crafting buildings that are not just functional but transformational, we pave the way for an education system that nurtures the full potential of every individual.
Environmental Awareness
Integrating environmental topics into the curriculum and implementing measures for energy efficiency plays a central role. Heightened environmental consciousness contributes to reducing the ecological footprint of schools. Integrating environmental topics into the curriculum is more than teaching students to recycle or save energy. It is about fostering a profound connection to the planet they inhabit. The measures for energy efficiency must be implemented with an urgency that reflects the precariousness of our environmental situation, making schools not just places of learning, but sanctuaries of sustainability. This heightened environmental consciousness is not merely a contribution to reducing the ecological footprint of schools; it is an act of rethinking how we coexist with the natural world. By embedding this awareness into the very fabric of education, we are nurturing a generation that understands stewardship as an essential part of their identity, a generation that sees the care for the Earth as inseparable from the care for their community and their future.
Ensuring Accessibility
All students must be able to participate in the educational process, regardless of their backgrounds or circumstances. This imperative extends particularly to children and families traumatized by the ravages of war, who not only face the direct impacts of conflict but also endure the humiliation it inflicts. Such individuals require special attention and support to overcome the challenges they face in accessing education. This necessitates not only structural measures but also the provision of dedicated resources and tailored interventions to address their unique needs. For it is within the sanctuaries of our schools that we must mend the shattered spirits of those broken by conflict, transforming these halls into spaces where dignity is restored, dreams are rekindled, and the seeds of a just and peaceful future are sown. Only by ensuring inclusivity and support for the most vulnerable members of our communities can we truly uphold the principles of equitable education for all.
Career-Oriented Programs
A better connection between school and the professional world facilitates the transition into the workforce and provides practical insights. In this context, education must do more than just prepare students for the workforce – it should also embody egalitarian values and act as a powerful equalizer. To achieve this, such programs need to be developed with meticulous care. By embedding inclusivity and gender equality at their core, these programs ensure that every student, regardless of background, has the opportunity to pursue careers in fields traditionally dominated by men. Thoughtfully bridging the gap between school and the professional world, these initiatives foster a strong sense of purpose and social responsibility in students, motivating them to use their skills to drive meaningful, positive change.
Advancing Digitalization
The utilization of digital technologies offers opportunities for an enhanced learning environment but also necessitates training for teachers and the promotion of digital literacy. Advancing digitalization presents an exciting frontier for transforming our learning environments, offering unprecedented opportunities for innovation and engagement. However, it is crucial to recognize that harnessing these digital technologies demands more than just integration; it requires a fundamental shift in how we approach education. Teachers must be equipped not only with the technical skills to navigate new tools but also with the pedagogical strategies to effectively incorporate them into their teaching. Furthermore, promoting digital literacy among students is not merely about using technology but about fostering critical thinking and ethical awareness in an increasingly digital world.
Community Engagement
Local communities play a crucial role in promoting education. Collaborating with local organizations and businesses opens various avenues of support. They are pivotal in advancing education, offering far more than just supplementary support. Collaborating with local organizations and businesses transforms these entities into active partners in the educational process. This partnership is about forging meaningful connections that invigorate and expand the learning experience. By leveraging community assets— from mentorship programs and real-world internships to innovative local projects—education becomes a shared endeavor that reflects and responds to the needs and aspirations of the community. It fosters a culture where education is not just a responsibility of the institutions but a collective mission, driving social change and collective growth.
A Call to Action for Decision-Makers
The transformation of the education system requires a long-term strategy and committed collaboration from all stakeholders. Particularly at the institutional level, a shift in mindset and active communication are essential. Only when all actors understand their roles fully and work together constructively can we achieve inclusive education for all. Decision-makers must urgently champion a shift in mindset and prioritize transparent, heartfelt communication at every level of the institution. This is a passionate call for decisive leadership and unwavering unity. It takes every stakeholder to fully grasp their vital role and work together with genuine commitment to break down barriers and create a path to truly inclusive education.
Building Productive Relationships in Education
In the midst of pervasive and pressing challenges, the importance of fostering harmonious and fruitful relationships cannot be overstated. It is crucial to establish and sustain these relationships over the long term, working collaboratively with schools, teachers, and families to anchor and stabilize structures that provide environments where children can thrive and develop undisturbed. The integrity of educational structures hinges on solid relationships, which provide a foundation of support and stability for students. By fostering open communication and mutual respect among all stakeholders, we build a framework that supports not only academic success but also holistic development.
Securing the Involvement of all Stakeholders
It is essential, in my opinion, to ensure the engagement of all relevant stakeholders to create such an environment for children. In times of ubiquitous and pressing burdens, it is crucial to establish and maintain productive relationships for the long term, to collaborate with existing schools, teachers and families to anchor and stabilize structures so that children can find environments in which they can fully unfold, undisturbed.
Unfortunately, in my experience, schools often do not thoroughly evaluate their internal weaknesses. Instead, these issues are frequently ignored or passed off as someone else’s problem, which prevents meaningful resolution. Addressing these weaknesses honestly is crucial for understanding and resolving conflicts effectively.
The Importance of Dialogue and Collaboration
It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders. In my view, building bridges between various stakeholders—parents, educators, policymakers, and community leaders—is essential for creating an inclusive educational environment. By fostering open dialogue and collaboration, we can address the diverse needs of students and families, thereby promoting a more equitable and supportive educational system.
To truly advance the cause of inclusive education, it is imperative to deeply engage with and integrate insights into the evolving dynamics of working with children and families. This means actively seeking out and understanding the root causes and far- reaching effects of our educational practices. Engaging in meaningful dialogue with all relevant stakeholders—parents, educators, policymakers, and community leaders is fundamental. Building robust connections between these diverse groups remains a necessity for crafting an educational environment that genuinely supports and includes every student. Such collaboration requires a profound commitment to open, honest, and strategic dialogue. Through this collaborative effort, we can address the varied and complex needs of students and families, creating a more equitable and nurturing educational framework. Our collective aim must be to forge these critical alliances, leveraging our shared insights and experiences to dismantle barriers and drive systemic change. By uniting our efforts, we pave the way for an educational system that not only acknowledges but embraces diversity, ensuring that every child receives the support they need to thrive. This is not just a vision but a necessary evolution towards a truly inclusive future.
Conclusion
The battle for inclusive education is a complex endeavor that encompasses many fronts. Yet, despite the challenges, there is hope. By working together on solutions and embracing the diversity of our society as an opportunity, we can create an educational landscape that is accessible and fair for all. It is clear that no single entity can address the challenges alone. It requires a concerted effort from all stakeholders to create environments where every child has the opportunity to thrive. By recognizing the importance of productive relationships, engaging in meaningful dialogue, and working collaboratively, we can pave the way for a brighter future in education—one that is inclusive, supportive, and responsive to the needs of all learners.
Are the Right People Sitting at the Table?
Written by Dr Fatima Bailey
Dr. Fatima Bailey is the Chair of the Department of Teacher Education and Teacher Leadership at the Sharjah Education Academy, in the UAE. Dr. Bailey worked in Pre-K-12 education as a director, school principal, vice principal and teacher in the UAE and US. Dr. Bailey also serves as a mentor in the Ta’Alouf Program for Career Based Teacher Development at the Al Jalila Foundation. Prior to her tenure at SEA, Dr. Bailey served as an advisor on high-level UAE national initiatives and projects. An avid researcher, Dr. Bailey is also the recipient of the prestigious Gordon Allport Prize Award for Outstanding Papers.
Originally published on the Sharjah Education Academy (SEA) website on 30/12/23: https://sea.ac.ae/are-the-right-people-sitting-at-the-table/
Authentic and Sustainable Leadership for Leading and Improving 21st Century Schools
The UAE has designated 2023 as “the year of sustainability” (1). The country continues to take leaps and bounds, inventing and forging new pathways of sustainable practices across all sectors, including education. Towards this end, a specific type of viable leadership is required for creativity and longevity in schools.
Sustainable and authentic leadership is one possibility. School leaders are entrusted to make changes and reform happen at their schools. Many are moving away from making pledges and commitments to creating meaningful and long-lasting change through sustainable strategies and authentic practices. The need to continuously improve schools has made it increasingly clear that it is time to accelerate our thinking, innovate new approaches, and adapt our actions. Through revolving conversations, we see school leaders collaborate, meet, and sit with members of their learning community to create pathways forward.
Welcome to the Table
School leaders are entrusted to create change, implement those changes, and find ways to maintain longevity. Sustainable and authentic leadership are two buzzwords I’ve heard come up at meetings, symposiums, and in research literature around current trends. Being invited to a meeting and sitting at “the table” is an opportunity to share and exchange ideas and build collective intelligence around paramount issues. It provides a platform to be heard and to listen.
Those invited to school leadership meetings typically use a level of influence. They leverage their credibility and expertise to make decisions, drive initiatives forward, initiate policies, and create change. School leaders come to the table often, at different intervals, and for different and distinct reasons. They must carefully think about who they invite to the table to help build collective intelligence, address complex problems, and arrive at solutions that will not only work short-term but long-term as well. The needs of schooling today are dynamic and complicated.
The Survey Says
Upon reflecting on conversations and dialogues I had with school leaders about the challenges they face to create meaningful reform and lasting change in schools, I was inspired to read about nuances and trends in leadership. Interestingly, I found one blog by the Center for Creative Leadership (2023) with a survey and poll. The question was about the most powerful communication skills that today’s leaders should demonstrate. When I first looked at the poll question, I thought, “Oh, this is easy.” In my opinion, I felt the number one and most powerful skill needed is “trust” or to be “trustworthy”. However, trust was not one of the four options.
I completed the poll using the possible answer choices provided. Poll respondents were given four choices: 1) authenticity, 2) setting clear expectations, 3) encouraging input, and 4) simplifying and being direct. I reflected on my reading and experience. Later, I returned to view the results of the poll. I was intrigued by all the responses. The response that was generated by over 55% was “setting clear expectations”. I disagreed and wondered why this response generated such a high percentage.
Making the Case
In my view, trust should have been one of the options and responses. But it was not, and I wondered why. Back to “sitting at that table” and why I thought that trust is so important. More questions came to my mind. What does it mean to be trusted? Why is that important? How does trust evolve? Can leaders do their best work if they are not trusted to do so or if they are unable to trust others in their team? Does the trait and characteristic of being trustworthy lead one to being authentic? How can one do this with longevity?
Leading Authentically
I then had an “aha” moment about the type of leader who is authentically trustworthy and how this can position one’s leadership. “Authenticity” is about consistently being true to yourself and your values and not pretending to be someone you’re not. School leaders should demonstrate authenticity. When they are genuine, consistent, and authentic, those who depend on them can sense it, see it, and are more likely to trust them because they feel their school leaders are not hiding anything or trying to hurt or manipulate them. Teachers, parents, and students might feel rest assured by school leaders who demonstrate “how they are truly, genuinely and intentionally committed” to caring about learners in schools and improving the learning journey for children.
Leading Sustainably
School leaders are responsible for changing lives by changing education. They should lead in authentic ways that can be sustained. Sustainable leadership is about leading others toward consistent, actionable, impactful, and long-lasting change. Sustainable leaders focus on making decisions that are rooted in strong moral and ethical principles and values and are committed to ensuring social responsibility. (2) They are mindful of how they interact with others, present their ideas, and share their thought processes through open dialogue with others. They galvanize and mobilize efforts for school improvement. They reset standards and reshape the tone. Schools today require principals, vice principals, middle leaders, teachers, parents, and students to be sustainable leaders, all serving vital roles in helping schools continue onward and upward. (3)
Take The Leadership Challenge: Tomorrow Starts Today
I encourage school leaders to think about what this means to them and how they might incorporate authentic and sustainable leadership in their work to help their learning community thrive. Are you ready to take on a new leadership challenge?
I invite you too! If asked to “sit at the table” and join a meeting to share your insights, expertise and/or experiences …consider whether you are the right person and ask yourself how you will do so. Because how you decide to “sit at the table” … will speak volumes about your leadership. It might shape decisions, actions, and future outcomes. The way you choose to “sit at the table” today might impact who “sits at the table” tomorrow. Happy sitting!
Citations and Footnotes
(1) Year of Sustainability. https://uaeyearof.ae/ accessed on November 15, 2023
(2) Liao Y. (2022). Sustainable leadership: A literature review and prospects for future research. Frontiers in psychology, 13, 1045570. https://doi.org/10.3389/fpsyg.2022.1045570
(3) Özkan, P. (2022). School Principal as An Environmentally Sustainable Leader, Journal of Educational Leadership and Policy Studies, 6(1)
Talking Race and Racism with Children - when do we start?
Written by Omena Osivwemu
Former Primary Teacher, Humanities Lead, Researcher. Author of 'Decolonising the Curriculum: A Comparative Case-Study of Black Learner and Educator Perspectives and Experience in London and Johannesburg' in The BERA Guide to Decolonising the Curriculum.
This question has played on my mind for a while; at a conference of educators reckoning with race, a Black senior leader who is also a parent asked “when is the right time to talk to my children about race?” This stuck with me and the academic on the panel looked to me, as an experienced Primary School teacher to respond.
Given my lived experience growing up Black in Northern England, training and teaching across the North and the Midlands, the answer seemed obvious to me.
In short- right away! As soon as children are absorbing language, learning values and copying behaviours.
As soon as we teach toddlers what is a boy and what is a girl, that is the social construction of gender- even if you opt for a more gender-neutral or fluid approach- that is still teaching them difference. When we teach children to share; be kind; tell the truth etc., all values we deem to be ‘right’, we should also be teaching them that sometimes not everyone will be kind, share or tell the truth. At times this can be due to our differences. But difference is a wonderful, necessary part of life!
Of course, discussions should be age-appropriate in language children understand and use. ‘Sulwe’ by Lupito Nyong’o is a beautiful book, aimed at young children and explores themes of ‘race’ and colourism. Now, there is a wonderful array of diverse books available for all ages! As children get older, we can then build on their racial literacy, empowering them to make some sense of the social construction that is ‘race’. For adults, I would recommend ‘How to raise an anti-racist’ by Ibram X. Kendi as a great place to start.
As soon as we read traditional tales to children, let them watch YouTube, TV or films, we are passing on messages about society, how people interact and what is deemed ‘right’ and ‘wrong’. When children can describe something as red, green, blue, black and white; they can and will use this language to describe differences between people. It may not be ‘accurate’ to the adult lens, for instance as a young child in a Black, mixed family, I would draw my father’s dark brown skin as purple and my mother’s very fair brown skin as pink.
One of my earliest memories as a 4 year old (contextualised by my mother’s memory) at a mostly White Nursery, was feeling different. Too brown, with hair that was too dark and curly, and eyes that were too dark, compared to the teachers, other children and most importantly the blonde, blue-eyed dolls which I adored! Then, when the teachers with good intentions, changed the play to ‘Curlilocks’ so that I could play the character Goldilocks, I knew I wasn’t ‘right’- I didn’t fit. If Black and brown children aren’t too young to experience or witness racialisation or racism, nobody else is too young to learn about ‘race’ and racism.
Later on during undergrad’, volunteering in local primary schools in Northern Lancashire, as soon as I walked into classrooms, children as young as 4 would stare wide-eyed and mutter under their breath “she’s Black!”. Throughout my teaching career across England and Spain, most times I was the only Black teacher children had seen. The responses have varied from positive, such as expressing their love for my curly hair, inquisitive questions and collaborative cultural exchange. To the negative, for example young children avoiding touching my skin when I gave them something, or 6 year olds ignoring me as though they didn’t understand my English, because as one boy put it, I was “from Africa”.
I recognise that in Black and brown majority spaces like London, experiences such as mine may be less common. However, if parents, the media, film, books etc. are socialising children as young as 3 and 4 to understand brown skin, or Blackness, or religious dress, or simply human difference such as accents, as ‘bad’ or negative, then we too should be equipping our children with the understanding that such a belief system (white supremacy) exists and continues to prevail- albeit gently. We should be uplifting Global Majority children to feel proud of their cultural and ethnic backgrounds, histories and identities. We should help children to contextualise what they are seeing and embolden them to have high self-esteem and confidence when facing barriers/ discrimination.
In the same way that we acknowledge teaching children ‘stranger danger’, online safety, how to respond to bullying, physical and mental wellbeing, and healthy relationships in order to protect them from harm and prepare them to safeguard themselves; we should also be empowering all children with the language and understanding to know when discrimination and racism are happening (unfairness / unkindness in children’s terms). In the same way that far-right rioters and sympathisers have taught their children, as we saw this summer, to attack, abuse and harass Black, brown, migrant, Muslim peoples; we too should be teaching our children from early why it is happening and how they can respond.
Equal Pay Day
Written by The MTPT Project
The UK’s only charity for parent teachers, with a particular focus on the parental leave and return to work period.
This Autumn, we celebrate International Equal Pay Day (18th September) and the UK’s Gender Pay Gap Day (probably around the 22nd November).
“Celebrate” is probably the wrong term for it, with the United Nations telling us that “Across all regions, women are paid less than men, with the gender pay gap estimated at around 20 per cent globally.”
Out of 146 countries, the UK ranked 15th in a 2023 World Economic Forum comparison, up there with the best and trailing just behind Iceland, Namibia, New Zealand and Rwanda, amongst others.
Fifteenth out of 146 sounds great but… it’s not that great. The UK still has a gender pay gap across all industries of 14.3% meaning that women are paid (on average) 86p for every £1 that men are paid.
In the education sector, it’s even worse, with the gender pay gap standing at 18.1%. Some multi-academy trusts (we won’t name them) fare terribly, with gender pay gaps of up to 44.6%. Why not enjoy the government’s brilliant Search and Compare tool that lays the facts bare in a simple click to satiate your curiosity?
While the graphs in ASCL et al.’s updated 2023 report indicate that a slight gender pay gap exists at almost all levels (female classroom teachers actually slightly outearn male classroom teachers), a seismic shift happens between the ages of 30-39, particularly between 35-39 when – you guessed right – teachers are most likely to become mothers.
57% of female teachers aged 30-34 are mothers, jumping to 77% for women aged 35-39. During this time, the gender pay gap increases by between £846 (“other leadership”) to £2,131 (headteachers) per year. Classroom teachers – previously outearning their male counterparts by £143 per year – suddenly suffer a wage gap of £1,253.
The explanation: of course, it is the motherhood penalty in action. Studies largely agree that “women’s inability to combine work with family seems to account for the lion’s share of the pay gap” and in Missing Mothers – a report co-authored by The MTPT Project and The New Britain Project – we explain how this impact is being felt in teaching.
Motherhood means that we are losing experienced teachers in droves; they are paid less when they remain in the profession, and are underrepresented at leadership level.
Solving the gender pay gap in any industry is complicated. The same goes for what we like to term more precisely, the “fiscal motherhood penalty in education”. But the Missing Mothers report lays out one simple recommendation to government: shift the investment currently focused on recruitment, to retention.
Specifically, focus on retaining and improving working conditions for women aged 30-39 by addressing and reducing the motherhood penalty.
Want to do more this autumn to reduce the impact of the motherhood penalty in education? Book in a 30 minute call with Emma at The MTPT Project between 18th September – 22nd November. She’ll share more about why the motherhood penalty exists and the right questions to ask, and strategies to implement to make a real difference in your organisation. The fun gimmick? She’ll charge you the rate of your organisation’s pay gap for the consultation session.
KCSIE 2024: Safeguarding LGBT students
Written by Lilly Emma Thynne
Lilly Emma (she/her) is a postgraduate student at Lancaster University (2024-25). Previously, as a teacher in state and private secondary schools, she has held additional pastoral and pedagogical responsibilities as Deputy Designated Safeguarding Lead, Resident Tutor (boarding), and Lead for Technology in Teaching and Learning.
Keeping Children Safe in Education (KCSIE) has significantly changed the guidance for safeguarding LGBT+ students. These changes remain under review, pending the publication of guidance for supporting ‘gender questioning children’. To avoid confusion, these proposed changes can be considered alongside other sections of KCSIE, legislation, and non-statutory guidance.
When writing policies, clarity of language is important. KCSIE states, “All staff should be aware that terminology is a significant component in many safeguarding and wellbeing issues” [s22, p11]. For the purposes of this post:
- Transgender children are children whose gender identity does not match that assigned at birth.
- Gender-questioning children are children who are questioning whether their gender identity matches that assigned at birth.
- Trans+ refers to transgender and gender-questioning people.
- Child/children refers to anyone 17 years or younger.
- Young person refers to anyone 18 years or older.
This post identifies four changes which can be better understood by considering pre-existing legislation and guidance:
1.Removing reference to “trans” students
KCSIE removes reference to “trans” students, replacing it with “gender questioning”.
The Equality Act 2010 and Schools (2014) guidance identifies that the protected characteristic of “Gender Reassignment” applies to students [page 5]. For example, “failing to protect a transgender pupil against bullying by classmates” may make the school guilty of unlawful discrimination [page 8]. The use of the word ‘transgender’ shows the need for schools to maintain reference to pupils who are actively undergoing gender reassignment in addition to those students who are ‘gender questioning’.
KCSIE (2024) maintains the use of the phrase “transphobic bullying” [s91, p28], which refers to bullying directed at a child for either being or being perceived as trans+. The use of this phrase shows that the DfE has not completely ended the use of the word ‘transgender’.
KCSIE (2024) defines ‘safeguarding’ as, among other things, “preventing the impairment of children’s mental and physical health or development”. By removing reference to ‘transgender students’ and replacing this with exclusive reference to ‘gender questioning students’, students who are confident in their gender identity may interpret this as delegitimisation of their identity, leading to further marginalisation. Research suggests trans+ students who feel rejected by their school community are at greater risk of isolation and poor mental health due to internalised transphobia (Horton, 2023; Chodzen et al., 2019).
The Gender Recognition Act (2004) allows anyone aged 18 or older who has lived in their affirmed gender for at least 2 years with a diagnosis of gender dysphoria to change their gender legally. Any young person granted a Gender Recognition Certificate (GRC) should have their legal sex changed on school records, and a school should not disclose the student’s former gender. Reference to ‘transgender’ students may be required in a policy to explain this process.
2. Advocating caution towards social transition
KCSIE now references that the Cass review identified, “caution is necessary for children questioning their gender as there remain many unknowns about the impact of social transition” [s206, p55].
The Cass Review (2024, p.164) recommends, “A more cautious approach needs to be taken for children than adolescents”. For adolescents, the review explains, “exploration is a normal process,” and school staff should provide support to protect the student from bullying. Cass says that children who are not yet adolescents must also have their voices heard. If a child pursues social transition, professionals should ensure the child knows all options remain open and that they will be flexibly supported.
The Equality Act 2010 and Schools (2014) states, “Schools need to make sure all gender variant pupils, or the children of transgender parents, are not singled out for different and less favourable treatment from that given to other pupils” [p.17]. For example, a school may need to consider flexibility when applying a uniform policy to a trans+ student [p15].
KCSIE (2024) reminds us that “Under the Human Rights Act, it is unlawful for schools and colleges to act in a way that is incompatible with the convention” [s82, p26].
3. Removal of the requirement for a ‘safe space’
In 2023, KCSIE required schools to “provide a safe space” for LGBT students to share concerns with a trusted adult. In 2024, KCSIE removed “safe space” and replaced it with a more general requirement to “create a culture”.
KCSIE 2024 states that schools and colleges should, where needed, provide a “physical space” for students who are victims of abuse. While not all LGBT+ students are victims of abuse, a report (JustLikeUs, 2021) found that:
- LGBT+ students are twice as likely as their peers to experience child-on-child abuse.
- 1 in 5 LGBT+ students hear negative language daily about LGBT+ people.
- LGBT+ students are x3 more likely to be bullied at least once a week.
- Only 21% of LGBT+ students who were bullied told a teacher.
For this reason, an allocated safe space for LGBT+ students where they can easily find trusted adults may be instrumental in safeguarding these students.
4. Removal of reference to LGBT+ inclusion in PSHE
KCSIE has removed a paragraph reiterating the need to include LGBT content in the RSE curriculum.
Relationships and Sex Education and Health Education statutory guidance (2021) remains unchanged. When age-appropriate, schools must “ensure [LGBT] content is fully integrated” into the RSE curriculum. This content should not be stand-alone. The guidance defines LGBT as “Lesbian, Gay, Bisexual and Transgender”.
Summary
As safeguarding teams enter the new academic year and continue to support trans+ students, consideration of pre-existing legislation and guidance is important to better understand these changes to KCSIE, which remain under review.
References
Guidance and Legislation
The Equality Act 2010 and schools (2014) https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf
Gender Recognition Act (2004) https://www.legislation.gov.uk/ukpga/2004/7/contents
Relationships Education, Relationships and Sex Education (RSE) and Health Education (2021) https://assets.publishing.service.gov.uk/media/62cea352e90e071e789ea9bf/Relationships_Education_RSE_and_Health_Education.pdf
Keeping Children Safe in Education (2024) https://assets.publishing.service.gov.uk/media/66d7301b9084b18b95709f75/Keeping_children_safe_in_education_2024.pdf
The Human Rights Act (1998) https://www.legislation.gov.uk/ukpga/1998/42/contents
Research
Horton, C. (2023) Gender minority stress in education: Protecting trans children’s mental health in UK schools, https://www.tandfonline.com/doi/epdf/10.1080/26895269.2022.2081645?needAccess=true
Chodzen, G., Hidalgo, M., Chen, D., Garofalo, R. (2019) Minority Stress Factors Associated with Depression and Anxiety Among Transgender and Gender Non-Conforming Youth, https://www.jahonline.org/article/S1054-139X(18)30295-7/abstract
Cass, H. (2024) Independent review of gender identity services for children and young people https://cass.independent-review.uk/home/publications/final-report/
JustLikeUs (2021) ’Growing up LGBT+’ https://www.justlikeus.org/wp-content/uploads/2021/11/Just-Like-Us-2021-report-Growing-Up-LGBT.pdf
How to lead a diversity research group
Written by Jayne Carter
Jayne is the Director of Ignite Education Ltd, providing consultancy for practitioners within the Early Years & Primary sector. She uses coaching a a model for change, facilitating professional conversations which are focused on empowering others & generating growth in knowledge & skills.
As part of the L.E.A.D Teaching School Hub’s extensive offer for EDI, I was invited to lead a diversity research group based on Bennie Kara’s fantastic book: Diversity in Schools. This blog is intended to support others who may wish to run similar groups for teachers and school leaders.
The research group was structured around one session per month for each book chapter. It worked well for each participant to read the focus chapter in preparation for the meeting, to be ready to discuss their reflections and implications for their own practice.
Discussions were facilitated around the key messages included in each chapter with the addition of extra resources focused on the needs of the group.
The aims of the research group included:
- To use research & literature as a tool for school improvement
- To develop a culture of peer-to-peer support & critical analysis
- To implement key strategies & approaches at a whole school level
Some of the attendees wanted to focus on whole school implementation, whereas others wanted to improve their own subject knowledge in preparation to share at school.
Each session included a planned gap task based on the focus of the chapter as well as an individual gap task which was identified by each attendee in order to meet the needs of their school.
For example, the third session focused on the chapter ‘How can we create a diverse classroom?’ Everyone carried out the audit included in the book. Individual gap tasks that were chosen included;
- sharing UNESCO inclusion research with members of their SLT
- exploring the free trial of Lyfta as a whole-school EDI resource
- considering how to organise their seating plan to ensure inclusivity
- evaluating the use of cold calling/trio conversations in their classrooms.
Time was planned into the following sessions to discuss reflections from the individual gap tasks and all resources were included in a workgroup padlet. The padlet worked well to ensure that everyone had constant access to key resources/research. It also provided an effective means of communication between meetings.
Being able to meet frequently with attendees helped me as a workgroup lead to understand the priorities for each school and what was important to them. As the meetings progressed, I was able to structure the sessions to become even more personalised to the group’s needs, with additional research and tools being shared and added to the padlet.
Over the seven sessions, attendees enhanced their EDI improvement plan or developed their own EDI plan. The next steps identified after each chapter supported these improvement plans by providing structure and focus.
During the final session the overall impact of and reflections about the workgroup were collected:
- All attendees found the structure of the workgroup useful as it moved from a training session to meetings which were collaborative and supportive of an action research improvement model.
- Attendees liked the planned gap tasks; especially the opportunity to carry out a shared task, which helped shared discussions but also a gap task which was personalised and prompted change at a school level.
- All attendees noted that the additional resources sourced and added to the padlet were valuable with everyone committing to using the padlet next academic year.
As the workgroup lead, the opportunity to guide attendees into analysing research was valuable as it gave me a useful reminder of day-to-day school priorities. One of my own personal outstanding reflections was the knowledge that the plans developed would be sustained as they had been developed carefully and with the vision of not only what needed to be in place but why.
My thanks to Bennie Kara for creating such an accessible and informative book. I hope that this blog encourages others to lead more reading groups or research groups on diversity in schools across the sector.
Inclusion Beyond Tolerance.
Written by Claire Stancliffe
Claire Stancliffe is an education consultant specialising in gender equity, diversity & inclusion and positive masculinities. She’s on a mission to break down gender stereotypes in schools.
Pride month is well underway, and it’s got me thinking about the thorny issue of tolerance. It’s a word we hear often associated with diversity in general, but very commonly with the LGBTQIA+ community. Tolerance is the idea that we do not need to understand someone to be able to get along with them. That we can all rub along together, to live and let live. Sounds harmless enough right? Yet if I told you I would tolerate your company for the evening, I don’t think you would be thrilled.
When it comes to inclusion, the notion of tolerance falls short. It says, “I don’t mind you breaking the rules”, while all the time upholding and even strengthening social norms. Due to religious differences, the ways we have been socialised and the norms of our various cultures, it will never be possible to create a world where we all see eye to eye on everything, but if we want to encourage true inclusion I think we need to look beyond tolerance, to a more expansive view of what exactly ‘normal’ is.
Breaking gender stereotypes
Up until very recently, our frame of reference for ‘normal’ when it comes to how we raise our children has been cis-heteronormative – that is that everyone’s gender is that which is assigned at birth (or ‘cisgender’), the expectation that all people are or will be heterosexual (or ‘straight’), and that girls behave according to one set of rules, and boys behave according to another. This has led to harmful stereotypes that perpetuate inequality.
It struck me recently that when we encourage young people to see past the narrow confines of gender stereotypes, we are often doing so from a tolerance perspective. By pointing out that it’s possible to break the norm, we can inadvertently reinforce it. It’s ok for girls to be good at maths, but it’s not part of the norm. It’s ok to marry someone of the same gender, for example, but it’s not part of the norm. It’s ok for a boy to wear makeup, but it’s not part of the norm. The terms ‘male nurse’ and ‘lady doctor’ that are still so commonly used come to mind here.
For children, and indeed all people, breaking away from the group and doing something that’s perceived as different can be a stressful position. Many of us avoid taking the risk, preferring to go along with the crowd and feel acceptance, which can severely limit our options for happiness.
Redefining the norm
Breaking gender stereotypes is not just about allowing exceptions; it’s about redefining what the norm can be. This requires creating environments where diversity in gender expression and identity is not just tolerated but celebrated.
Here are three strategies that I think can shift the dial in a positive direction.
- Provide diverse role models whenever possible. Consider where you have the opportunity to showcase different stories – can a maths word problem include a scenario with two mums; a girl playing with toy cars; a boy buying nail varnish? Invite a diverse range of professionals to come and speak to your class that counter common stereotypes, and remember to include men who enter caring professions, for example, as well as women in STEM. The more possibilities children are exposed to, the broader their horizons grow in terms of futures they imagine for themselves.
- Watch your language. Use gender-neutral terms where possible, and certainly for all job roles. Instead of ‘fireman’ use ‘firefighter’, for example, and instead of ‘lollipop lady’, try ‘crossing guard’. When referring to the group, avoid using gender identifiers unless it’s relevant. Instead of ‘boys and girls’, use terms like ‘team’, ‘class’, ‘everyone’. Small changes can make a big difference in how children interpret the world around them and the choices open to them.
- Actively challenge stereotypes. Don’t shy away from discussing stereotypes when they come up, but approach it with curiosity. Try asking ‘what makes you say that?’ and engaging as the young person explains their point of view. Highlight examples from their real lives that go against stereotypes, and encourage them to think about stereotypes that they themselves might defy. This can help them start to question the validity of broad, catch-all statements.
As adults, we can influence the way young people see the world and their place within it. So let’s move past a tolerance mindset, to one that truly celebrates them for who they are, that helps them connect to others they identify with, and that cheers them on as they grow into who they are really meant to be.