An Ongoing Marriage Bar in Education?
Written by Emma Sheppard
Emma founded The MTPT Project, the UK's charity for parent teachers, in 2016 when on maternity leave with her first child. She has 12 years experience as an English teacher, Lead Practitioner and ITT Lead, and now runs The MTPT Project full time.
Of all the protected characteristics, considering the relevance of ‘marriage and civil partnership’ to our education sector might leave us scratching our heads a little. In its most obvious form, discrimination according to this characteristic can play out in interview or progression scenarios where prejudices around employees’ stability, current or future priorities or flight risk might play in their favour, or against. There are also overlaps to consider here with the protected characteristics of pregnancy and maternity, and sexual orientation, especially given the welcome changes to marriage law in the UK over the last decade.
However, recent research from The MTPT Project has revealed that being married or in a long-term partnership can have an impact on teacher retention, particularly amongst heterosexual mothers. In our three-year study into female teachers aged 30-39 who had stayed in, or left teaching, relationships with husbands and partners played a part in teachers’ decisions to leave the profession. But what nuance is their behind these findings, and what can we do to avoid discrimination towards teachers in marriages or civil partnerships if this variable seems to spell out bad news?
Firstly, it’s important to note that this research is ongoing: The MTPT Project are yet to release a report on the role that husbands or partners play in keeping teachers in the profession, or supporting their progression. What’s more, far from instigating teachers’ decisions to leave the classroom, husbands and partners were found to act more symbolically as a mirror, or foil to other much larger issues that affect our workforce, whether teachers are married or not.
In this aspect of the study, interviews revealed the following:
Where teachers in the study were the lower wage earner, decisions around their husband / partner’s job took priority. So when it came to relocation, reduction of hours, or taking on a heavier domestic load, a teacher was lost to the profession because… well, her husband’s job was more important – it paid the bills! But isn’t this simply a reflection of the gender pay gap that persists both in education and British society as a whole, and the continuing likelihood for women – particularly mothers – to take on the majority of caring and domestic duties?
When teachers in the study were stressed and burnt out, it was their husbands who were both negatively impacted, and who provided the voice of reason and compassion. Interview participants told stories of interventions around mental health, improved relationships once they’d stopped teaching and generally happier family units. But aren’t husbands simply providing the echo here to persistent reports around poor wellbeing that pervade the entire profession?
When teachers in the study had the time – often during maternity leave or school holidays – to reflect and look for an escape route, they compared their jobs with their partners’. Even when they saw a lower wage, they saw greater flexibility, better benefits packages, higher levels of praise, and better work-life balance. But doesn’t this simply hold a mirror up to the rigidity and exhausting workload we continue to find in some of our schools that make life particularly difficult for the 54% of our workforce who have childcare responsibilities, and which prematurely drives our young teachers out of the profession in droves?
Just over half of our population in England and Wales are married or in a civil partnership, so discrimination against an employee or interview candidate on the grounds of marriage or civil partnership would be (to pinch a phrase from a local dad in the park) ‘pissing against the wind’. We’d end up with very few teachers left if we discriminated in this way! However, The MTPT Project’s study shows that the overlap between the three protected characteristics of sex, pregnancy and maternity, and marriage and civil partnership can leave women in particular needing greater systemic supports from our schools – support that would benefit every member of staff, regardless of their demographic.
Want to reduce the risk of losing the married mothers on your team? Work towards addressing the gender pay gap in your school or academy trust; provide greater flexibility; reduce workload; listen to feedback to understand the practical steps that will improve colleagues’ wellbeing, and provide extended paternity leave packages that help to share out the domestic load from the moment that baby is born.
We Wish You an Inclusive Christmas
Written by Shuaib Khan
Shuaib is a teacher, sociologist, poet and podcaster.
As the holiday season approaches, this can become a powerful point of reflection for schools on how inclusive their practices are. This is especially the case for how schools cater for the needs of staff and pupils who have mixed feelings about the festive period as they don’t celebrate Christmas. In this blog (originally published on the Leader’s Digest), we will be looking at ten ways your school can make Christmas celebrations more inclusive.
What is inclusion?
Diversity, inclusion, equality and equity are used interchangeably, but they have different meanings and interpretations. Many schools have their own equality, diversity and inclusion (EDI) leaders in an effort to promote fairness, access and equity. During the Christmas period, there is a need to think about alternative provisions for those who, for whatever reason, do not wish to partake in festive activities. So, how do we define ‘inclusion’?
The diversity network Diverse Educators (DiverseEd) provide us with the following definition of ‘inclusion’.
Inclusion is the achievement of a work environment in which all individuals are treated fairly and respectfully, have equal access to opportunities and resources, and can contribute fully to the organisation’s success.
School communities are not homogenous and not every member of staff or pupils will celebrate Christmas. For some, the holiday season can evoke bad memories and the feeling of being excluded as everyone else enjoys school productions, secret Santa, Christmas lunch and the rest of the exciting festive activities. So, how can your school make Christmas inclusive?
DiverseEd reminds us that inclusion should not be viewed as just an add-on but rather as an institution-wide point of reference to meet the needs of everyone in your care. Inclusion should be practiced all year round and not just at the sight of a Christmas tree or at the smell of freshly baked mince pies. The conversation about inclusion is nuanced, requires deep personal reflection and remembering that the holiday season can bring mixed feelings. Leader’s Digest recommendations to make Christmas more inclusive is part of, rather than a substitute for your school-wide equality, diversity and inclusion ethos.
Ten ways my school can make Christmas more inclusive
Create a diverse planning committee
Planning Christmas events requires planning and preparation. As a school leader, having a planning committee that is representative of your school community is one way you can ensure a diverse range of views, ideas and thoughts are heard. Planning committees could be made up of support staff, including teaching assistants and also staff who don’t celebrate Christmas. Your school’s Christmas events planning committee can be an excellent way of understanding the individual needs of your fellow colleagues and also of pupils. In making necessary adjustments or alternative arrangements for those who don’t celebrate Christmas, a diverse planning committee can help identify challenges and collaboratively find solutions.
Having an interfaith calendar
As the festive season approaches, it is important to remember that other faiths will have important events and traditions taking place too and these deserve to be acknowledged and celebrated too. For example, Hanukkah which is an eight-day long Jewish festival begins on November 28th and ends on December 6th. Also, Buddhists celebrate Bodhi Day on December 8th. Both of these religious events take place as the Christmas festive season commences. Your school’s interfaith calendar can be a powerful tool to plan celebrations for these respected faiths all year round and make staff and pupils feel respected and valued. An interfaith calendar can also help avoid scheduling mistakes, plan celebrations and guide your schools religious/PSHE curriculum.
Allowing staff and pupils to opt out
An important element of inclusion is offering people options. Staff and pupils should be allowed to opt out of Christmas celebrations if they wish to without fear of judgement or sanction. Christmas can be a really challenging time for some people and as a school leader, if a colleague or pupil doesn’t wish to partake, their wishes should be respected. A big part of inclusion is respecting others, their preferences and allowing them to have the autonomy to not participate.
Make events optional/voluntary
As with allowing staff and pupils to opt out, festive events should be optional and voluntary. Organising Christmas plays or concerts is often done in non-contact time and a lot of invisible labour takes place to make these events happen. School leaders should reiterate that attending events is always optional and that there will be no pressure or judgement if they cannot attend. For some staff, it is not necessarily the case of being unable to make the commitment to after school rehearsals or concert preparation, but rather they have additional responsibilities outside of work. The wellbeing of staff is of paramount importance in making festive events fulfilling and worthwhile for all.
Provide food options
Food is an integral part of Christmas. To ensure all staff and pupils feel included, just as your school canteen would do, catering for all dietary requirements and personal preferences is key. For example, a good idea would be to have separate tables with vegetarian, vegan, gluten-free, Halal, or Kosher food. Another option would be to relay information to pupils and parents about the options and alternatives available during the Christmas period. These are small provisions which will make staff and pupils feel more welcome and included in the Christmas festivities. Going forwards, it is also a really important way of getting to know your staff and pupils. Further to this could be to avoid offering alcohol to staff who don’t drink to avoid offending or alienating them.
Ask staff what they want
How many times have you been stumped on ideas for a secret Santa gift or just unsure if a colleague will like how the school celebrates Christmas? Asking staff what they want is an excellent way to plan Christmas celebrations in your school. This does not mean you have to hand over powers to staff but rather use their intricate knowledge of the pupils to guide your decision making. As a school leader, having ideas put towards you from staff can help refresh how your school embraces the festive season. In liaison with staff, certain practices from previous years that didn’t go well can be rectified or replaced. For example, Christmas jumper day. If a significant proportion of your pupils cannot afford to participate, they will feel excluded. This could easily be replaced with something more cost effective for the local community such as a Christmas tombola. Asking staff, who know the pupils and the school community incredibly well, this can help make Christmas a more inclusive experience for everyone.
Be mindful of the cost
Recently Teaching Assistant’s Digest completed a series of articles on TA pay. Christmas is an additional cost, especially for TAs and support staff who are already facing financial hardships. A £50 staff Christmas meal may seem like a small amount but for support staff, that £50 is days worth of earnings. Part of an inclusive model is including groups who have historically been excluded and TAs definitely fit this criteria. Where possible, if staff events are free or at a reduced cost, SLT should be mindful of this. It’s all good inviting everyone which could easily be interpreted as ‘inclusion’ but what about those who cannot afford to attend? Just because everyone has a seat doesn’t mean everyone can afford to eat! School leaders should also encourage support staff not to spend their own money on school Christmas events such as parties. If they do, an opportunity to reimburse them should be available.
Offer holidays to staff and pupils of other faiths
Again, a part of having an interfaith calendar is knowing exactly when other faiths have their traditions and celebrations. Christmas is a holiday season for everyone but throughout the academic year, other faiths will have traditions and festivals that will require staff and pupils to have time off to observe and celebrate. For example, Eid or Diwaali. Staff and pupils should be entitled to an appropriate number of days to celebrate their religious festivals. As a school leader, it is important to empower your staff with the confidence to request time off and for pupils to feel as though their school values their faith. This can also be done by allowing all staff and pupils to understand the importance of different religious festivals through embedding these into the curriculum and the schools wider inclusive ethos.
Invite feedback
As a school leader, first and foremost, you are a reflective practitioner. The nature of education is that there will always be opportunities to reflect, improve and do better. If a specific event didn’t go too well, encouraging your staff to come forwards and provide feedback is how you can get things right next time. Inviting feedback is the ultimate way of highlighting what worked well and finding areas for development. Feedback could be anonymous, drop-in, staff surveys or asking the pupils about how they found Christmas celebrations at school.
See inclusive practices over Christmas an extension of inclusion
Inclusion should not be something that is centred around December or nativity. As a school leader, it is important to realise that creating a more inclusive festive period for everyone at your school is one step in the right direction. Inclusion is an on-going cultural process of learning, understanding, supporting and of course, including others. Christmas is an opportunity to embed inclusive practices which themselves should permeate throughout your school and enrich everyone along the way.
Although this list is not exhaustive, we hope that it can give you some food for thought. How are you going to make Christmas an inclusive experience in your school? At Leader’s Digest we would love to hear from you.
Still a Challenge: Raising Awareness of and Tackling Islamophobia
Written by Saira Hassan
Senior Education, Training and Strategy Officer at EqualiTeach. Trustee for CareStart. Saira is determined to create a better future for disadvantaged individuals so they can showcase their talents, always striving to pass on her knowledge, experience and expertise to others.
November is Islamophobia Awareness Month, established in 2012 ‘to deconstruct and challenge the stereotypes about Islam and Muslims’. In this blog post I will be sharing some definitions of Islamophobia, real life examples, personal experiences and my thoughts on how we can reject and tackle Islamophobia to create a more inclusive environment for all.
What is Islamophobia?
So, what is Islamophobia? The All-Party Parliamentary Group (APPG) for British Muslims state “Islamophobia is rooted in racism and is a type of racism that targets expressions of Muslimness or perceived Muslimness” (All-Party Parliamentary Group, 2018). Alternatively, MEND defines Islamophobia as “a prejudice, aversion, hostility, or hatred towards Muslims and encompasses any distinction, exclusion, restriction, discrimination, or preference against Muslims that has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life.” Islamophobia has become a systemic and institutional problem preventing many Muslims from progressing in the workplace, having a complete sense of freedom and being able to feel comfortable within school, the workplace and general society.
One sector where we can clearly see that Islamophobia is rampant is within the media. Miqdaad Versi, Director of Media Monitoring at the Muslim Council of Britain has singlehandedly spent many hours highlighting the gravity of the situation. Miqdaad has been described as the “UK’s one-man Islamophobia media monitor”. A 2018 Guardian news article on Versi’s fight against Islamophobia revealed that out of 24,750 articles on Muslims that he had recorded since August 2016, 14,129 were negative. A 2007 study revealed that 91% of articles on Muslims and Islam published in one week were negative painting an inaccurate and negative picture of Muslims in the minds of readers. Baroness Sayeeda Warsi has stated that the media are complicit in the increase of Islamophobic views and attacks because of the “daily poisoning” exhibited against British Muslims by the media.
“Still a Challenge for Us All”
Often people may have an unconscious bias towards Muslim students or colleagues which clouds their judgement. The Runnymede Trust published a report in 1997 titled ‘Islamophobia: A Challenge for Us All’ which highlighted the extent of Islamophobia across the United Kingdom. 20 years later they published another report ‘Islamophobia: Still a Challenge for Us All’ which reiterated the extent of the deeply entrenched Islamophobia . The report states “As with many Black and minority ethnic groups, Muslims experience disadvantage and discrimination in a wide range of institutions and environments, from schools to the labour market to prisons to violence on the street.” There are now countless case studies that highlight the mistreatment that Muslims and those perceived to be Muslim are facing.
“As a visibly Muslim woman the shock I felt was evident instantly. I had to take a moment to absorb what I was hearing. As the workshop lead, I felt I had to pause before hearing other experiences of identity-based bullying in case I could no longer carry on.”
In the last fortnight I have personally heard examples of Islamophobia when delivering workshops in schools. Most recently, whilst discussing identity-based bullying, when asked to share an example of where they had witnessed Islamophobia, a Year 8 student revealed a time when a Muslim student volunteered to take part in a play during a History lesson, another student shouted out that the play was not about terrorism, therefore the Muslim student wasn’t required. I have since shared this example with other settings and the shock, horror and heart-breaking feeling that I experienced the first time has not disappeared. Other examples included Muslim girls having their hijab pulled off. As a visibly Muslim woman the shock I felt was evident instantly. I had to take a moment to absorb what I was hearing. As the workshop lead, I felt I had to pause before hearing other experiences of identity-based bullying in case I could no longer carry on. I did not want the students to stop sharing their experiences, but I had to take a moment to compose myself. This was the impact of just hearing the incident, I wondered how the young students who experienced these forms of Islamophobia had felt in those moments. Did anyone stand up for them? Were they confident enough to challenge this themselves? Did the class teacher step in and use this moment as a learning tool to educate the class about Islamophobia? Did the classroom teacher check-in with the Muslim student and other Muslim students in the classroom? Has the school recorded this incident? Many questions whizzed through my mind.
What surprised me further was the lack of intervention from teachers and other members of staff, and the lack of awareness of how to deal with identity-based or prejudice-related bullying. Our advice when prejudice-related incidents take place is for teachers to always intervene and challenge, as well as record each incident to see trends and find solutions to prevent prejudice-related incidents. Each school and educational setting should have a robust procedure in place to tackle any type of prejudice-related bullying. Although there are many teachers that would intervene, it is unfortunate that many feel unequipped to do so, or simply ignore the matter.
Islamophobia in the workplace
Within the workplace many Muslims have also experienced Islamophobia. I have personally experienced a lack of understanding of my religion, my choices to wear the hijab, and judgement for choosing to fast during Ramadan by previous employers. For example, at that age of 18 whilst working for a leading Law firm, my manager often made jokes regarding fasting and would often say no one could see me therefore I could break my fast. In another incident, a joke was made about removing my hijab to show everyone my hair. I often wonder why these individuals felt entitled enough to make such derogatory comments about my religion and religious choice. More recently in my previous position, I and other Muslim colleagues often had lengthy discussions about how we would ask for time off for Eid as there was a culture of negativity towards asking for a day off to celebrate with our loved ones. I recall many Muslim colleagues choosing to work rather than have the difficult conversation to request leave. Other colleagues were asked to cancel other annual leave to keep a day spare for Eid and many were told to teach their morning lessons then have the afternoon off. If supply staff could be called in at the last minute to cover sickness, why could supply staff not be given a few days or weeks’ notice to allow for a Muslim teacher to celebrate Eid?
A research report co-compiled by Dr Suriya Bi and Muslim Women Connect found that 47.2% of women stated they had encountered Islamophobia and discrimination as a challenge in the workplace. One woman revealed: “Colleagues would ridicule me when fasting, asking ‘are you still starving or whatever’. Colleagues would ask me to talk about Muslims and things she’d see in the media, as if I was the spokesperson for the entire religion. Colleagues would jokingly put alcohol glasses in my face asking if I wanted to drink it. Colleagues would get annoyed when I said I couldn’t go to the pub.” (Muslim Women Connect and Bi, 2020: 29).
Furthermore, members of the Muslim community are often expected to speak up when terrorist organisations misuse the religion of Islam. Speaking up for your community, or religious group, is a very personal choice, but Muslims are expected to condemn terrorist attacks as if they are to blame or have a part to play. This can have a detrimental impact on someone’s mental and physical health, as well as forcing them to question their position in the environment.
The gravity of attacks against women and girls
Muslim women and girls are often singled out as the focus of Islamophobia rhetoric and attacks. The 1997 Runnymede Report highlighted the gravity of attacks against women. The anniversary report in 2018 further explained how Muslim girls and women continued to face even more Islamophobic hate, especially concerning their freedom of speech and dress. Often women are mislabelled as oppressed and their choice to adopt the hijab (headscarf) or niqab (veil) is framed as forced and disempowering. Muslim men are then labelled as misogynistic and controlling (Runnymede Trust, 2018). Stereotypes like this are denying Muslim men and women of their agency. Increasingly, men and women are bravely sharing the Islamophobic hate they have experienced.
“Islamophobic comments from an impolite customer regarding the hijab telling me that she wished I wouldn’t wear ‘that thing’ as British women had fought for the right to vote and do what they wanted and not for people ‘like me’ to have to wear it.” (Muslim Women Connect and Bi, 2020: 29).
Most recently, Zarah Sultana Labour MP for Coventry South bravely shared her experience of receiving Islamophobic hate which you can watch here. Zarah Sultana continues to fight against Islamophobia within politics and continues to encourage more young Muslim people to join the political arena to ensure there is fair representation.
From these testaments and my personal experiences it is clear that Islamophobia is still a problem. I recently read a personal account of an employee being treated unfairly because they requested time to perform their daily prayers and was timed throughout their break. The afternoon prayers take approximately 10 minutes to complete, often even just 5 minutes. The image below sums up exactly how some organisations need to change their views towards any type of religious observance, and what they should be doing to be more inclusive for their Muslim employees and Muslim students. It is extremely important that we all work together, as a collective, to undo the unconscious bias that revolves around Islam and Muslims, to work towards a more accurate understanding of Islam and Muslims across the world.
Going forward
Organisations
- Engage in EDI training
- Don’t force any of your Muslim employees to be the spokesperson for their community
- Do ask how they are when horrific events happen where the Muslim community feel blamed or held responsible by others, offer support and guidance, they might want to discuss something but there should be no pressure for them to act as a spokesperson.
- Evaluate your policies – are they inclusive for all?
- Ensure that there are clear mechanisms where employees can report discrimination and harassment and clear procedures as to how these are dealt with, which all managers are aware of and implement consistently
- Create an inclusive environment which provides opportunities for employees to engage with their faith and accommodates time off for religious festivals
- Engage in anti-Islamophobia events and training
EqualiTeach can provide bespoke support for organisations doing this work. Find out more here: Workplace EDI support
Educational institutions
- Deliver anti-Islamophobia workshops with young people
- Create robust procedures to tackle prejudice-related incidents and bullying and ensure that all students and staff are aware of how to report incidents and have reassurance that these will be consistently dealt with and not dismissed
- Diversify your curriculum so that it is truly representative of the wider community and allows you to address any misconceptions young people might have about Islam or Muslims
- Ask all students if they would like to share parts of their faith and/or culture with the class – ensure this is a personal choice and not enforced on young people and that young people are not singled out or put on the spot.
- Invite Muslim speakers from all backgrounds to come and share their experiences with your students
Find out more about the services EqualiTeach provides to support schools with this work here: Equality services for education settings
Groupthink is a trap: businesses do far better when there is diversity of thought
Written by Neil Bradbrook
Neil Bradbrook is managing director of Falkirk-based Ahead Business Consulting and a Fellow of the Institute of Leadership & Management.
When it comes to running a business, nothing is more important than diversity of thought. No matter how good a leader you think you are, it is the team you assemble around you that will help you succeed.
My business partner and I come from different backgrounds and that helps when we are making business decisions. We come to similar conclusions, but get there in different ways, challenging each other as we go.
It is not nearly enough, though. We might have to make the decisions, but we do not have all the answers, which is why it is so important that we listen to the team around us. Only when we hear the suggestions they are making and the solutions they are coming up with can we make a truly informed choice.
As human beings we are all social animals who like to interact and do things together. That applies in the workplace just as much as anywhere else. If you can create a working environment where people enjoy what they do and feel empowered to air their views, everybody benefits from the power of the team.
Taking on board views that differ widely from your own can be a challenge but looking at a problem from every possible angle is the way to find the best solutions. That means surrounding yourself with people from as many different backgrounds as possible rather than hiring in your own image.
That takes a conscious effort – we have all heard of unconscious bias, right? – and so self-awareness is key. No matter what position you are in – even if you are in charge of a huge global enterprise, as Elon Musk is at Tesla – you cannot ever think it is all about you. The very best senior managers are the ones that realise they might not be doing everything right.
A good manager should always be prepared to change their mind when presented with views that differ from their own. That is why listening is so important. Listen to what your employees have to say, listen to your customers, take advice. You do not have to act on every single thing but listen – and listen well – before making that call.
Trying to force people into your own mould will never work; embracing them as they are and seeking out the value they can bring, will. That can be difficult. Some team members can struggle to engage in a way you understand. They are the ones you have to invest even greater effort into listening to, because only by accepting that everyone can be part of the team will you have a truly inclusive organisation.
If you do not make an effort to show you are genuinely inclusive there are some people you are going to turn off. You will be the loser in that situation because you will be missing the opportunity to find out what they could add.
Some managers find it hard to empower the individuals in their team. That is understandable: few people are given the training they need to take on a management position, with most being promoted simply because they excelled in the role they were already in.
Without being told otherwise, it is easy to fall into the trap of thinking that with power comes responsibility and with responsibility comes the need to make all decisions alone.
But if team members feel they understand your organisation’s vision and their role within it – and that they have the autonomy and opportunity to contribute and make a difference – you get so much more out of them.
That is to everyone’s benefit. If you are all pulling in the same direction, and everyone knows what the effort is being put in for, it will be so much more effective than if you just have one or two people doing it.
I have always been a firm believer that the power of the team is far greater than that of the individual; if you get the team right, collectively you will be so much stronger than each of you on your own.
Inclusion - A Parenting Perspective
Written by Helen Weston
Helen has two children with significant medical needs which has resulted in her becoming their part time nurse, teacher and advocate whilst simultaneously attempting to be a reasonable parent! Prior to this she worked in Early Years and family support.
Inclusion is a perpetual discussion amongst both teachers and parents alike. This is likely because it has a number of different interpretations which aren’t always agreed upon, it can also be both an ethos and an action. I want all children to feel safe and secure, welcome and considered whilst being educated. My son wants to be remembered that he exists.
As a parent of two children with chronic health needs, the navigation of an equitable education for them has been incredibly challenging. During the last 11 years my children have experienced the best and worst of inclusive practices in various schools.
Effective inclusive practice in my experience always comes from attitudes and ethos and never from expectations of statutory requirements. Funding has been entirely irrelevant, no amount of funding can influence cultural shift. Ethical leaders create that, not money. If a Head is unable to easily explain how their policies and planning sit within the Equality Act, for example, a rigid 100% attendance award policy, yet has an inclusion poster in their reception area, then as a parent, I know my child will never feel a sense of belonging or self worth in this school.
Schools that are child centred rather than data driven always value inclusion, they offer a genuine partnership with families and a proactive approach, again this starts with leadership and is embedded within the every day workings of the school. Teachers who are prepared to listen, reflect and act, can make a huge difference to a child’s perception of their illness or disability and reduce their feelings of difference. This enables them to be more readily able to learn.
One of my children has only ever been able to attend school on a part time basis due to his health. For 4 years he attended his school every morning, his school thought they were inclusive for facilitating a part time timetable, yet he was never offered a broad and balanced curriculum. He was only ever taught Maths and English despite regularly requesting to learn science or do PE with his peers, but their timetable was rigid.
We eventually moved him to a neighbouring school, the difference in attitudes was remarkable. He was listened to and the timetable was swapped around. For the first time in his school career he did PE, science, & enrichment. He was 9 years old. He also took part in his first ever Christmas concert because the practices were moved to the mornings so he could be involved . He had real friends for the first time, adults had role modelled to them that he was an equally valuable member of the school community. His friends looked out for him, helped him, cared for him because this was the ethos of the school and these values were their norm.
At his previous school he had had long periods of time off unwell, upon return to school, staff and children alike would rarely ask after his well-being. In contrast, in his new school his teacher set up a video call with him and his classmates so they could have a chat and check in with one another.
She would also provide him with allergy safe treats when giving a whole class reward. He had never experienced this before. Ultimately inclusion was everyone’s responsibility and not just the role of the ‘Inclusion Manager.’ My experience identified that by outsourcing inclusion to just one individual, others were removed from ever having any consideration for inclusion.
School trips can be a real eye opener as to how inclusive schools are. We have had numerous experiences of schools not bothering to plan for accessibility or do risk assessments therefore having to do them myself last minute ( and on one occasion discovering the activity was unsafe for our son’s medical condition.)
Yet there have also been examples of how early planning and communication can enable trips to be successful, not just practically, but also emotionally positive. My son attended a school residential as a day visitor. The timings of his visits were chosen in collaboration with him, myself, school as well as the activity centre, to ensure he was able to access all the activities offered at that time safely. He was still allocated a room and a bed, his tube feeds were fitted around activities, pacing was done subtly, a special harness was used. Almost three years later, he still talks about that trip with such joyful memories.
The ‘what can we do’ approach is the best way of creating meaningful change, including the child & parents in working through solutions in partnership with schools. My youngest is now in secondary and I note with interest, their use of their term, ‘flexible’, over inclusion. Right now, this is what works best for my son, flexibility, trust and regular communication. Inclusion is not the same for every child but the essence of belonging should feel the same for all.
Toothless Lionesses
Written by Bhamika Bhudia
English teacher and lead teacher in a mixed comprehensive secondary school in North-West London. She tweets as MissMika_Eng
Does the “aggressive” Woman of Colour trope lead to a generation of toothless lionesses?
Women of colour have to navigate the western world with careful footing. Sidelined and stereotyped within the media and underrepresented at leadership tables, conducting herself in offices, classrooms and meetings is a difficult, political affair. Managing standing up for herself, being heard, demanding a seat at the table all the while not being deemed too aggressive, requires strategizing but at what cost? Surely this lack of freedom to express herself honestly and fully has detrimental effects on her confidence, self worth and identity as a whole?
In my quest to make my workplace and environment a more celebratory and inclusive place, I have had to take a real look inwards at my role as a woman of colour (a term I am still uncomfortable with), and I have had a rude awakening!
I have always considered myself (and I think have been considered) to be a confident woman. I am able to stand up for what I believe in, I have carved myself a seat at the table and my voice is one that is heard. But as policies are put into practice and ideologies around celebrating culture and acknowledging diversity are being discussed at that very table, I have come to question how many waves I actually make, how often I quietly avoid a stir and how many self-sabotory behaviours I demonstrate.
Diversity-hire:
According to the School Workforce Consensus (2019) only, 6.2% of assistant heads and deputies are from ethnic minorities and while women comprise 67% of the country’s headteachers, a mere 3.9% of them identify as non-white. The statistics speak for themselves, yet despite knowing this, every job and promotion I have ever gotten has been followed by inner doubt questioning whether I was a diversity hire. The odds are clearly stacked against me, but this toxic imposter syndrome based solely on my demographic is obviously very damaging. And it can’t be just me – I didn’t invent this notion or phrasing, it has to come from somewhere. I am very doubtful that I am the only one who has felt this way yet my achievements are continually downplayed in my mind because I happen to fit this box that ironically enough, isn’t actually getting filled in the real world!
Say my name!
It is now widely acknowledged that continual mispronunciation of people’s names is a microaggression and is damaging. Spending my entire life as Bhamika Bhudia has been tricky. I have always expected people not to get my name right to begin with – it’s an unusual name – and I take absolutely no offense when people don’t get it right away. I have been quick to correct them, the first, second and third time but after that, I drop it. I have worked with people for years that have continued to call me by some other moniker. Until this last year, I have let these aggressions slide for fear of being rude, making things awkward or making other people feel bad. It is not ok, and should not have taken me 37 years of life to realise this. It is my duty as a role model for children to address this but for my entire life, I have placed the feelings or others ahead of my own; clearly I did not feel my name was worthy enough of causing a stir.
Bite your lip:
On the same note, causing that stir is a real predicament for those in my demographic in far more contentious circumstances than pronunciations. I have heard many a story of meetings, conflicts and general grievances of women who look like me, shut down because they were deemed too “aggressive”. Conducting myself in sensitive circumstances is a tight-rope I tread very carefully on. I always say, with a strong hint or irony and an even stronger note of bitterness, that my life would be so much easier if I was a cryer. If, when it came to conflict, I was the sensitive one who could alleviate circumstances and even shift responsibility by showing my emotions and expressing my hurt/offense in a more “feminine” way. Now I’m not saying all tears are manipulatory nor am I condoning toxic femininity but there have been times and continue to be so where I am unable to express my offense at derogatory comments or behaviours towards me, no matter how professionally or politely I handle them, for fear of becoming the aggressor. I have bitten my lip, publicly and privately because when it comes down to it, I am afraid that I will be blamed for upsetting the other person despite being the offended party. I always assumed it was a “me” thing, perhaps even a “female” thing, but once again, this reflection has led me to connect the dots. Women of colour being branded and dismissed as “aggressive” is a historical thing; it does not stop at me nor did it begin there.
This post has been very difficult to write. I have taken a look at myself and honestly I do not like what I see. I thought I was strong, I thought I was a good role model and discovering that I am far from that has been a difficult discovery indeed. But now I have seen that despite my “aggressive” nature, I am still doing myself and every woman of colour after me, a huge disservice by bowing down, and sitting quietly. My teeth may have been blunted up until now, but at the risk of ending with a huge cliche, I will make sure my lioness comes out in full force, not only for myself but also for those I model my behaviour for.
Unlocking Identity for the 21st Century - Building Identity Literacy with Children
Written by Chikara Shimasaki and Bruce White
Chikara Shimasaki: Project Development Officer at OICD. Former primary school teacher, vagabond permaculturalist, part-time pizza oven master.
Bruce White: Anthropologist. A consultant to international NGOs. A Founding Director of the OICD. Former Dean at Doshisha University Kyoto, and an honorary research fellow at University College London's Department of Anthropology.
Mass displacement and migration due to climate change, resource wars and sea-level rise are now near certainty, meaning that many communities will likely experience a greater influx of ethnic, religious, linguistic and cultural diversity.
Political polarization, racial, ethnic and religious disharmony and conflict already characterise the nature of community life for increasing numbers of people around the world. The potential for the problems in the global economy to exacerbate the large-scale migration we have seen over the last decade seems higher than ever.
How, then, can we prepare our communities and our children for an increasingly complex future? Can we resist and counteract division as fear is used to turn ordinary men and women against those that are seen as different? Can we equip children with the ability to resist propaganda disseminated through social media and the pressures of their peers, parents and manipulative influencers?
Can we give them the resilience needed to fulfil their potential and maximise their development? What can we do now to better prepare the next generation to cooperate and thrive in the rapidly changing world that is unfolding?
The Potential Power of Identity
One path forward is harnessing the latest understanding of how identities work – as a psychological and social system that helps to fulfil universal human needs and solve everyday problems. With increased identity literacy we can empower ourselves to self-actualise, build resilience and find freedom from self-concepts which lead to division.
Nobel Prize Laureate Amartya Sen, states that the richness of identity comes from the fact that “…the same person can be, without any contradiction, a Norwegian citizen, of Asian origin, with Bangladeshi ancestry, a Muslim, a socialist, a woman, a vegetarian, a jazz musician, a doctor, a poet, a feminist, a heterosexual, a believer in gay and lesbian rights”. This plurality means that identities can and should be entities that empower and liberate us to fulfil our potential and stimulate us to grow.
However, when this ‘state of plurality, of multiplicity and choice’ is diminished and restricted, we are only able to see ourselves in singular ways such as members of only one ethnic, religious or political group, diminishing the ability to meet our core human needs through many different expressions of identity.
For example, during terrorist or gang recruitment or in preparation for genocide, an individual’s identity options are gradually stripped away. The subject’s sense of who they are, where they come from, and who their enemy is is rewritten. A “depluralised” identity can convince people that they are divided from one another, severing their ability to feel an affinity with manufactured enemies and potentially turning these targets of manipulation into weapons capable of orchestrating terrible acts of violence.
With the ever-expanding reach of the internet and social media, these manipulations of identities are now easier and more scalable than ever before in human history. When compounded with the disruptive climatic and demographic trends we face, these technological vulnerabilities represent an existential threat to humanity as we know it.
Identity Literacy in Education
But there is hope. Schools and educators are in a powerful position to recognise and help solve this urgent problem. By identifying the risk of ‘identity depluralisation’ in each child as well as in the community in which the school serves, we can intervene effectively in the early stages. And we can do more than just safeguard and protect. All those involved with children can learn to empower them with the understanding and mastery of how their own identities function, in turn helping them to recognise and maintain flexible and diverse identities.
Helping children to build “Identity literacy” will allow children to better understand the deeper roots of their own and others’ behaviours, build empathy, and hone their skills to effectively resolve issues at their root. As a consequence, mastering identity not only allows more effective learning experiences to take place within and beyond the classroom, but also increases the resilience and actualisation of the child and, eventually, the wider community.
We believe that identity literacy must be integrated into our education as it is the foundation of our lived experience and a critical component in how we prepare for and thrive within the increasingly complex and diverse world of the 21st Century.
The Organisation for Identity and Cultural Development (OICD) has developed a program to help educators and schools incorporate identity literacy into their classrooms, policies and communities. The organisation offers schools the ability to conduct an ‘identity audit’, as well as train staff with a CPD course ‘Helping Children to be Identity Literate’.
For more information on the OICD’s work on Identity Literacy in Education and how it might be useful to your institution, contact Chikara Shimasaki at cshimasaki@oicd.net
Aspiring Heads Leadership Summit Conference 2021
Written by Javay Welter
NPQ, MSc, Outstanding MFL teacher, public speaker, mentor and linguist.
On the 16th of October, I witnessed greatness. The Aspiring Heads Leadership Summit was phenomenal. Nadine and Ethan Bernard hosted a truly remarkable conference. Above all, this was the first leadership conference I had witnessed led by a current existing Black Headteacher, Nadine Bernard. Well done Nadine for your initiative, creating this platform and elevating future leaders. This was a pioneering conference, very timely and extremely forward-thinking.
The wide array of speakers in different fields provided a variety of perspectives and insights. Topics ranged from mentoring, strategic leadership to financial literacy. The speakers were all leaders and thought leaders in their respective fields. They shared their journey, resilience and barriers they had to overcome. The optional workshops were uplifting, insightful and edifying. I left feeling empowered, inspired and acquired so much wisdom.
The first keynote speaker Bose Onaboye, who is a business strategist and leader, spoke about finding your leadership style and being highly reflective. Leadership development is a process. She encapsulated that leadership is a journey and not a destination. Leaders are readers. Therefore, one must strive to keep developing oneself and undertake CPDs. I fully agree that leading is a journey, not just a title. We must strive for excellence.
Another charismatic speaker Karl Pupé, an educator and author, highlighted that we must step out of our comfort zone to grow. Leadership is not easy and we must embrace change to grow. We must embrace more black leaders in all walks of life and value their unique and valuable skill sets and contributions. He mentioned that his various previous jobs have helped to strengthen his behaviour management, for example, negotiation, conflict resolution and dealing with challenging behaviour. His book Action Hero Teacher: Classroom Management Made Simple is an exemplary book on behaviour management. A must-read for new teachers.
Diana Osagie, a former black Headteacher and CEO of Courageous Leadership focused on being a human first and a leader second. Well-being is key to longevity. If you do not have health, you cannot lead. Sayce Holmes Lewis, Founder and CEO of Mentivity advocated that we need more servant leaders rather than being ego-centric ones to promote positive change. We need to lead from the back like Nelson Mandela. Sayce passionately highlighted that positive black male role models are crucial and that Devon Hanson, a former black Headteacher acted as an inspiration. Lavinya Stennett, founder and CEO of the Black Curriculum pointed out that Black History should be incorporated in the national curriculum and that representation is vital to success.
The second keynote speaker, Dr Leroy Logan MBE who is a former Metropolitan Police superintendent. He was also the chair of the National Black Police Association and discussed fear. He eloquently commented that his father feared his career choice. His father suffered police brutality. However, he had seen black role models and police officers in Jamaica which inspired him and it was his calling. Leroy emphasised that he entered the police profession to make a positive contribution and to help change the Met. His book ‘Closing Ranks’ shares his incredible journey from humble beginnings to becoming one the first black police superintendent in the UK. Leroy faced many adversities, barriers and did not give up. Importantly, he had a dream just like Dr Martin Luther King Jr.
In conclusion, representation matters. Young pupils deserve a diverse education, inspiration and representation. Fundamentally, it is pivotal that they see leaders from diverse backgrounds to prepare them for the world of work. I believe that it would be beneficial to have more black and global majority leaders like Nadine Bernard leading conferences to elevate future generations and make a difference. Nadine has started a legacy. The next step is a follow-up conference.
Hear Our Voice
Written by Audrey Pantelis
Audrey Pantelis is an associate coach, consultant and trainer. She is a former Headteacher of a Special Educational Needs and Disabilities school and a current Diversity, Equity and Inclusion consultant and leadership coach.
We have lived and are living through tumultuous times. We have had to strengthen our resilience like never before. The world has changed, and we are having to change or potentially get left behind. As the world becomes more aware of the inequity of black and minority ethnic people and the lack of racial justice in many aspects of everyday life – we hear a lot about ensuring that we ‘have a seat at the table’. This is indeed progress – after generations of ‘peering in’ as the decisions that impacted black and minority ethnic people were made to them rather than with them or for them. However, I am reflecting on this concept and wondering whether our voices are actually being heard?
Getting to the table and ensuring that the seat is not only offered but taken has been both long and difficult and it continues to be, despite all the high-profile progress made during the past eighteen or so months. We also know that this struggle has been long fought for. It’s hard to know whether we should be pleased or whether we should feel justified – a bit of both maybe? Either way, one thing that I am sure of is that once you arrive at a longed-for destination, you should be able to look around and discuss what you can see without fear, hesitation or retribution. Is this the case as these improvements take place?
Once we have spoken – are our views really considered when decisions need to be made? It is hard to know. Relinquishing power and agency to those that you have once feared, hated or simply ignored is not easy – so it may be more palatable to be performative – being seen to be making changes ‘ticks the boxes’…. doesn’t it?
So how can we ensure that we are heard? That our voices matter and that they are kept in the mix when those key decisions need to be made? We need to remain mindful that shouting is not the only way that we are heard. The structures that have caused inequality will not magically ‘disappear’ and if there is a perceived threat to the status quo it is possible that the structures will be strengthened to ensure silence from those that want to speak.
“Although we all have the right to communicate, historic patterns of privilege, injustice and marginalization mean that we have inequitable access to the tools and resources necessary to fully exercise this right. Bottom line: no change in a communications strategy is complete without investments in communications and organizing infrastructure that address these inequities.”
~ Makani Themba, Higher Ground Change Strategies
In June 2020, we were saying ‘I can’t breathe’.
Are we saying in October 2021, ‘I can’t speak’?
Refugee Cafe’s first training programme
Written by Rose Bewick
Rose is the training coordinator at Refugee Cafe. She has previously worked for the British Red Cross on the Syrian Resettlement Program, and is soon to complete a masters in Refugee Protection and Forced Migration from the University of London.
Our mission at Refugee Cafe is to use the power of food to support local refugees and migrants into employment. So, we are extremely excited to be launching our very first training program, aimed at empowering refugees and migrants with a background in hospitality to find work in this industry.
Refugees and vulnerable migrants are disproportionately represented in the UK’s unemployment figures. They often face multiple barriers to accessing work, including limited English language skills and a lack of UK work experience. At a time when food businesses are crying out for staff, this is the perfect moment to start bridging some of the gaps which keep refugees and migrants excluded from mainstream employment in this sector. By equipping them with the skills and knowledge they need to find work in the UK’s culinary industry, this course aims to help refugees and vulnerable migrants get back on their feet, regain their independence and work towards building a future for themselves and their families in the UK, by accessing mainstream employment.
Through a combination of theoretical classes and practical placements, this course will address some of the most significant barriers that refugees and migrants face when it comes to finding work in the food and hospitality industry. Classes will cover basic food hygiene and Covid measures, training in understanding budgeting and stock management, teamwork and communication skills, and more. The course will incorporate peer support coaching and communications workshops, and trainees will have the opportunity to learn from and connect with other refugees who have already found work in this industry. Trainees will also be supported to write CVs and apply for jobs, as well as learning what it takes to run a food business in the UK. The course is an opportunity for refugees to gain foundational knowledge of the UK food industry, UK work experience, Level 2 Food Safety and Hygiene qualification and professional references. They will also receive one to one help to work towards their long-term employment goals.
With a background in hospitality management, a love of great food, and a big belief in the power of the hospitality sector as a force for empowerment and community cohesion, I am so excited to work with refugees and migrants who care about hospitality and have a passion for food.
This is an eight-week, part time course, based in Lewisham. Classes will run on Monday and Tuesday mornings, with four 3-hour placements over the duration of the course. Our first course will run in November (exact dates to be confirmed), but we accept rolling applications.
If you, or anyone you know, is interested in becoming a trainee, please do get in touch to apply or ask questions. You can contact me (Rose) at rose@refugeecafe.org.uk or 07306413599