My experience of geography fieldwork as a trans kid: a call for reflection

Kit-Marie Rackley portrait

Written by Kit Rackley

Kit (they/them) identifies as a trans non-binary demigirl and taught high school Geography in Norwich for 13 years. Kit now works for the UEA as a Higher Educator outreach officer.

Kit (they/them) identifies as a trans non-binary demigirl and taught high school Geography in Norwich for 13 years. They have a degree in Environmental Sciences from the University of East Anglia (UEA), specialising in meteorology, climate change, environmental risk and scientific communication. Kit now works for the UEA as a Higher Educator outreach officer, but is still a member of the geography teacher community via their website Geogramblings.com and continues to run CPD for teachers at all stages of their careers.

I want to share it in order to encourage all educators who engage in fieldwork, field centres and tutors to reflect and consider the extent they create a safe environment for all children, in this case, gender non-conforming and transgender children. I won’t be delving into the ‘debate’ about trans kids: they exist, and they deserve support, respect and safety not just because it is our safeguarding duty to do so, but because it is also the right thing to do. A content warning before you read on regarding social trauma, abuse and bullying. 

I’ve been proudly visible and vocal throughout my education work, including this blog. So most reading this already know I am transgender. But if you are new here, then hello! The vast majority of my work on Geogramblings doesn’t centre around my identity as a trans person at all, but rather my identity as a geographer and educator. But from time to time, those identities do intersect for the purpose of writing an article, and this is one of those occasions. I, like all transgender people, don’t owe anyone any information about my personal life other than what I am willing to share through self-consent. But in order to communicate my experience better, I do need to give a little context: I did not know I was transgender until I reached my thirties. However, I have always been transgender and what I am about to share are just droplets of evidence in a whole sea of tell-tale signs that I’ve now come to recognise. 

I loved Geography in high school. It was one of my favourite subjects, and although cliched as it is to say, one of the reasons was because of the field trips. My first residential field trip was to Bude at the end of Year 7. It was the mid-1990’s and I was exceptionally excited but I felt very unnerved by the prospect of sharing a room with boys. I figured it was totally down to being bullied a fair bit by boys in school and never felt totally safe – and of course, I was technically at school on the trip 24 hours of the day. So there was not the safe haven of getting home when the bell rang at half-3. I was too shy or nervous to ask any adult if it was possible to sleep in my own room, and I just thought that it would be a stupid thing to ask since it must be the case that boys must share a dorm, segregated from the girls who have their own. I didn’t want to share a room with the girls, either, that felt just as weird but for other reasons. I managed to muddle through that field trip. I enjoyed myself enough despite making sure I was the last to fall asleep and the first to wake up. I didn’t feel comfortable at all at night.

Fast forward a few years and I’m now in Year 10. I’m taking a GCSE Geography and we’re on a residential field trip to Bradwell in Essex. With the exception of the precious moments when I was able to go out and do my data collection or squirrel myself away in some study room to work on my coursework, I hated every minute of that trip. I had deliberately chosen a topic that was as divergent as possible from all the other students just so I had as much peace as I could. That was easy enough, as the ones that gave me the hardest time had their clique and were doing more or less the same thing amongst themselves. My topic instead overlapped a little with one of the girls in my GCSE class, so we worked together a bit. We weren’t friends but I felt so much safer and comfortable with her. And because we were doing our coursework, at least I had a water-tight reason for hanging out with her during the day. But, it was the social and evening hours which were the problem. My ‘study partner’ was off with her clique of friends and so I was left to try and look busy on my own with my work or hang out with the boys. 

The bathrooms and the dorms were the biggest issues. When we first arrived at the study centre I was actually very relieved to find that there was a room, with a door, with one bunk bed in it, while the rest of the dorm was open-plan. I figured it was for staff but the lead teacher (who I got on very well with and still think fondly of) said it was free and my ‘closest friend’ and I the time can use it. So we popped our stuff in, went off to do other bits as instructed, only to come back and find all our stuff tipped out onto one of the beds in the open-plan area. I’ve suppressed much of the memory of the hateful abuse that was arrowed towards us by our peers; towards me in particular. But us attempting to take the one room that had a door, well… you can guess. I didn’t complain to the teacher, for fear of reprisal from my peers, but I did manage to move to a bottom-bunk bed in a corner and find a spare blanket which I tucked into the frame like a screen so I had some sense of privacy. I cried myself to sleep that first night. No one mentioned it the next morning, maybe because it must have been in the early hours of the morning when I did eventually drop-off; maybe I did what I could to muffle my moans – all I can remember about that particular detail are the tears and no one noticing. After all, it’s not very ‘manly’ to cry, right? I did get as far as asking the teacher if I could use one of the staff bathrooms, so long as I checked in advance before I needed to go relieve myself or take a shower. At least that was one place I could feel safe and on my own. 

I often think about how things might have been different if I had known I was transgender back then. Perhaps things wouldn’t have been much better, or perhaps even worse, given it was the mid-1990s. Instead, I like to think if I was that kid today in 2021; not only would I have known more about myself and all the confidence and security that comes with it, but I probably would have had some allies amongst my peers. I probably would have been able to have a conversation with my teachers about the real reasons why I wanted my own room and bathroom, or at least share one with a friend I felt comfortable and safe with. I would have been able to solely focus on the geography in my work, rather than use my work as a means to escape. That leads me to think how much better I would have done overall in school, in that respect. 

I feel like I shouldn’t end this by giving suggestions or recommendations about what teachers, educators and field centres should do. Instead, I would ask all to reflect on what they have read, which is a very real experience, by someone who knows that the crux of much of the issues is related to their gender identity. And I would ask that everyone make efforts towards creating learning environments, be it the classroom, the playground, the field centre or beyond, that are safe for transgender kids. Share this article with the Educational Visit Co-ordinator (EVC) in your school, or the field studies centres that you regularly use. The bare minimum is to know that trans kids exist; that their experiences are real and if they approach you at the height of their vulnerability, then they should be listened to. Each trans person’s experience is unique to them. Listen and be guided by them.

Further reading

While explicit and comprehensive guidance on supporting transgender children with fieldtrips is rather thin on the ground, here are some useful documents regarding supporting school students:

Citing this post:

APA: Rackley, K. (2021, April 4). My experience of geography fieldwork as a trans kid: a call for reflection [Blog post]. Retrieved from https://geogramblings.com/2021/04/04/my-experience-of-geography-fieldwork-as-a-trans-kid-a-call-for-reflection/

MLA: Rackley, Kit. “My experience of geography fieldwork as a trans kid: a call for reflection”. Geogramblings. 4 Apr. 2021, https://geogramblings.com/2021/04/04/my-experience-of-geography-fieldwork-as-a-trans-kid-a-call-for-reflection/.

Harvard: Rackley, K. (2021). My experience of geography fieldwork as a trans kid: a call for reflection [Online]. Geogramblings. Available at: https://geogramblings.com/2021/04/04/my-experience-of-geography-fieldwork-as-a-trans-kid-a-call-for-reflection/ (Accessed: day month year)

by Hannah Wilson

How does Social Work regulation perpetuate White Supremacy?

Wayne Reid portrait

Written by Wayne Reid

Professional Officer & Social Worker

Morality cannot be legislated, but behaviour can be regulated

 

The Black Lives Matter movement casts a revealing spotlight on how White supremacy permeates society and influences the policies in ‘modern institutions.’  An immediate example is Social Work regulation.  In this article, I outline how Social Work regulation perpetuates White supremacy.  My premise is that “morality cannot be legislated, but behaviour can be regulated.” (Martin Luther King).

 

My mantra is “pure, proactive and unapologetic anti-racism,” which underlines my militant spirit when it comes to ‘Anti-racism in Social Work.’  My mentality is influenced by the hostile environment inside and outside of Social Work.  I hope any readers resist the urge to ‘tone police’ my opinions.  My observations reflect my environment – the ‘hostile environment.’  My motivation is for the cause, not applause – and the cause is Black Lives Matter.  

 

My narrative reflects my lived experiences and those of people like me who are routinely judged, based on their skin colour.  I write this article from both personal and professional perspectives.  I use the terms ‘people of colour’ and ‘Black and Ethnic Minority people’ interchangeably for ease.  I do not speak on behalf of all people or Social Workers of colour – as we are not a homogenous group.  My writing here may not represent the views of my employer (BASW).  I’m one of many Black voices in the profession.   The prelude to my current thinking is outlined in my previous articles here: 1, 2, 3 & 4.  

 

In my work, I’m able to act as an Anti-racism Visionary for Social Work across England.  I utilise different strategic approaches including: shock and awe; edutainment; collaboration and allyship.  My knowledge and expertise relates to anti-Black racism.  Since George Floyd’s murder, I’ve reported widely on the lack of protections and support for Social Workers of colour; their over-representation in fitness to practice panels and their disproportionately negative outcomes on Assessed and Supported Year in Employment programmes. The coverage and prominence of anti-racism in Social Work in recent months has been inescapable.  However, the silence from Social Work England (SWE) (and MP’s) is perplexing.                                 

 

Tools that discriminate and oppress

 

The Social Work standards (nor their associated guidance) make no reference to Social Workers or service-users of colour.  In a previous article, I emphasised my disappointment that: “neither [the] education and training standards for 2019 or 2020, nor the professional standards for Social Workers, explicitly refer[s] to anti-discriminatory (ADP), anti-oppressive (AOP) or anti-racist practice (ARP).”  And: “Their omission in Social Work regulation is a travesty of social justice in itself.”  Yet they are considered as ‘accepted wisdom’, ‘normal’ and ‘respectable’ – even though they implicitly convey that “White is best.”

 

I’ve commentated widely on how many Social Workers of colour feel unsupported during fitness to practice investigations.  Indeed, their statistical over-representation implies the current standards overtly dominates and punishes them.  At best, the standards are non-racist (or neutral/colour-blind), but definitely NOT anti-racist.  Due to the omissions of ADP, AOP and ARP, I conclude that central aspects of the education, training and the professional standards in Social Work are inadequate and unfit for purpose.  Perversely, the standards risk being perceived as tools wielded to discriminate and oppress Social Workers of colour (and consequently service-users of colour).

 

Community Care articles (from February 2021 and March 2021), have reported on the “delays in fitness to practise processes having ‘life-changing impacts.’”  Social Workers of colour are over-represented in these cases.  Therefore, it’s probably safe to assume these are the same unfortunate people being disproportionately affected by the delays. Another article (from July 2020), cited the lack of ethnic diversity within the SWE workforce.  Confidence is not instilled when there is no transparency about how this is being addressed/reversed.  I’ve previously queried whether this was being treated as a priority, as this could be mistaken for ‘pigmentocracy vs meritocracy’ – but I’ve had no response. Also, I’m concerned that SWE does not appear to have 1 designated Equality Diversity and Inclusion (EDI) Lead Officer.  I do wonder how incidents of racism (and other forms of discrimination) are being properly resolved.  Interestingly, even the Royal Family plan to recruit a ‘diversity tsar’.  My hope is this will be replicated swiftly in Social Work regulation.  

 

I’m pleased SWE have developed a Professional Experts Panel and appointed members with backgrounds in social justice and workforce development.  However, I was unable to find any information about panel members (including their backgrounds and careers in England, UK and overseas) on their website.  It is important the panel can reflect with insight, the diverse range of backgrounds and experiences of those within the workforce.  Also, transparency about the panel’s membership would be welcome.  My hope is for improved partnership working with BASW and myself on related matters.  I expect many social workers of colour (and their allies) will be disappointed if SWE don’t revisit the above issues, once their panel of experts have reviewed it.            

 

Patiently waiting

 

In collaboration with allies and colleagues (inside and outside of BASW England), I’ve amplified the voices of Social Workers of colour in OUTLANDERS.  I’ve published an anti-racist Social Work framework and outlined readily deployable strategies.  I’ve developed a comprehensive ‘Anti-racism in Social Work’ presentation and delivered it at nearly 100 online events internationally (since May 2020).  I founded the BASW England Black & Ethnic Minority Professionals Symposium (BPS), (which is a multi-talented network of professionals across England).  I was joint winner of ‘Author of the Month’ in December 2020 for Social Work News magazine.  I’ve created a repository of anti-racism resources, which is utilised by thousands of Social Workers, organisations and stakeholders across the UK.  Here is my ‘Anti-racism in Social Work’ portfolio.  

 

Despite my prolific work in this area, I’m disheartened to have not been approached by SWE (or responsible MP’s) to explore my ‘Anti-racism in Social Work’ solutions.  I fear losing any momentum we have.  I remain patiently waiting for any opportunity to progress this work meaningfully.  Admittedly, I’m crestfallen, because I do not want to interpret the lack of responsivity as denial and rejection of my knowledge, expertise and lived (personal and professional) experiences. I don’t wish to appear populist or journalistic in my observations, but I genuinely don’t know whether some of the senior personnel at SWE are unaware of my work or just ignoring it.  I would prefer transparency and to be told that my efforts are not in accordance with their perceived vision – if that is the case.   I recognise there are minefields and pitfalls in embedding anti-racism in Social Work.  However, my door has remained metaphorically wide open for months.  

 

Those who govern the profession’s policies must do more than just be seen to acknowledge the advent of another social justice celebration (ie. Black History Month, Holocaust Memorial Day etc). These occasions are often met with bland blogs and ‘toxic positivity’ (if it all).  There is rarely accountability, substance or, more importantly – action.  My intelligence feels insulted when I read comments like: “…our statement of intent and inclusion shows how [anti-racism] is part of our core business.”  How can that be, when no actual proof is presented or when ‘anti-racism’ is only mentioned (fleetingly) once within the entire document?  This can easily be mistaken for brazen performative allyship.  Just so we are clear, suppressing racism does not mean racism does not exist.  

 

Sadly, none of the ‘Anti-racism in Social Work’ activities that I’ve been involved in have generated endorsement or support from SWE.  I sent an invitation for SWE representatives to view an online presentation I was delivering at the Anglia Ruskin University on 25/03/21.  Unfortunately, I did not receive a reply.  I shared a draft version of this article (with my portfolio and presentation) to offer them the right to reply and/or shape the final versions.  I received the following reply: 

“[We do not wish to make any comment at this point.]  We will continue our dialogue with the sector more broadly, as well as various representative groups within it, on all matters relating to equality, diversity, and inclusion (including anti-racism) as we continue to develop our work and approach. The strategic conversations we are involved with at a national level will also drive conversation and change.  Good luck with the article and your portfolio.” 

I’ll continue working effectively with organisational leaders and relevant stakeholders nationally to integrate anti-racism into Social Work at every level.  I will genuinely engage and collaborate with authentic allies and professionals who want to improve the circumstances of Social Workers and service-users of colour.  Preferably, with people who are honest about where they (and their organisations) are at on their anti-racism journey.                 

       

Social work remains institutionally racist

 

Sir William Macpherson (RIP) coined the term ‘institutional racism’ when reporting on the racially motivated murder of Stephen Lawrence in 1999.  In 2019, Ibram X Kendi (in his book ‘How to be an Anti-Racist’) suggested substituting the term ‘institutional racism’ with ‘racist policies.’  I understand and appreciate both positions and their contemporary relevance to Social Work.  My previous article on this received widespread agreement (and acclaim) from my peers.  However, sadly, it failed to generate any response from SWE – the very institution responsible for policy changes in Social Work. 

 

I’m pleased the Chief Social Workers for Adults and Children & Families have acknowledged their previous shortcomings and re-emphasised the importance of anti-racism.  Hopefully, this will involve the Workforce Race Equality Standards (WRES) becoming mandatory and universal across the profession (with a sense of urgency) and supplemented by other national initiatives from key Social Work stakeholders and policy makers. Black human rights activists are rarely welcomed by ‘the establishment.’  The obstacles Social Workers of colour face are simply the latest manifestations of what people like me have battled against continuously for centuries.  Opponents of ‘Anti-racism in Social Work’ must be mercilessly spotlighted, shamed and subverted.  

 

Clearly, some readers might take delight in labelling me as an ‘extremist’.  I admit, I’m extremely anti-racist.  If at this juncture, the message requires ‘tub-thumping’ – so be it!  Social justice must prevail. Let’s not forget, “when you’re accustomed to privilege, equality feels like oppression”. I remain convinced the 2 main obstacles to progress are ignorance and ‘wilful blindness’.                         

 

The OUTLANDERS anthology

 

OUTLANDERS: Hidden narratives from Social Workers of colour, is an anthology of essays, stories, poems and other miscellaneous works – which I co-edited and compiled in collaboration with Siobhan Maclean.  I’m proud to have been involved with OUTLANDERS and the richness and uniqueness it exudes.  People have enquired whether I will profit from the book.  Definitely not!  The profits will go to the Social Workers Benevolent Trust (SWBT).  At the time of writing, the book has sold 1000 copies and raised £700 for the SWBT.  As far as I’m concerned, OUTLANDERS is a legacy piece of Social Work history and literature.  Siobhan and I’s ‘labours of love’ for OUTLANDERS is an eternal gift to the Social Work profession.   

 

by Hannah Wilson

We All Need Inclusion

Lesley Berrington portrait

Written by Lesley Berrington

Author of the ‘Hattie and friends’ series of inclusive books.  I’m NNEB qualified and former owner of Stepping Stones Day Care Ltd. in Lincoln.

When I started searching for more diverse resources for my nurseries, it was quite easy to find books featuring children from a variety of ethnic backgrounds but disability was just invisible! I found very few story books featuring disability. The ones I did find made the disability ‘special’, I didn’t want that, I wanted to introduce disability without drawing attention to it. It was also important to me that the disability was not mentioned in the text, it was purely incidental so that the character was not defined by their disability. After further research I decided that I could meet this growing demand and Hattie was born!

 

I created ‘Hattie and friends’ around 15 years ago and, sadly, over that time I’ve seen very little change in the way we present disability in our society. Teachers and Childcare Professionals understand the need and importance for positive images of disability, so my books have been very well received and widely used by them. Unfortunately, I think we still have a long way to go to educate our wider society that books like mine are for ALL children. When I talk to people about my books they often assume that they are for disabled children until I explain the benefits for all children. Yes, disabled children need to see characters like themselves in story books, to give them a sense of belonging, make them feel valued and build their confidence and self -esteem. 

 

My message is that ALL children need to see disabled characters in story books and on television because disability is part of everyday life so it should be included in our media. There are more disabled characters in books and on television than there were 15 years ago but still not enough. I believe every child should own books which include some disabled characters, this will be a small but important step towards improving attitudes to disabled people who face daily struggles from abuse. 

Some parents may not have considered being more inclusive when they buy toys, books etc. so we need to raise awareness by having more choice in mainstream shops. How often have you seen disabled characters when buying dolls, puppets, games, jigsaws?

 

We need to raise awareness and ask – How inclusive is your bookshelf? If children see more disability and they receive a consistent message of respect and acceptance for the differences we have, they’ll see past the disability and understand that we are all unique individuals. Over 8,000 ‘Hattie and friends’ books are now being used to promote positive images of disability all over the UK. This is fantastic but I’d like to see more being bought by parents.

 

It can be difficult to answer children’s questions about disability so parents may avoid inclusive resources for that reason. We need to educate parents and help them to overcome any insecurities they may have. I’ve written some notes in the back of my book to help, support, and encourage parents to openly discuss any questions raised.

 

‘’The important message is that all children can be friends and have fun, abilities are not important. All young children accept differences, their curiosity will raise questions and they develop attitudes from the answers they receive. We must show, through our attitudes and actions, that we value all children equally.’’

 

The Channel 4 programme, ‘The Last Leg’ is a great example of presenting disability in a humorous way that is accessible to all adults. Initially this programme aired during the 2012 Paralympics and was so popular it became a regular show to discuss the news of the week. Their ‘Is it OK?’ segment encourages the public to ask questions without fear of judgement. This is a great way to educate!

 

During the Paralympic Games we all support Team GB with respect for every athlete’s dedication and determination. It’s a time when sport really unifies the nation and we’re all on the same side. Disability is exciting and cool! Every time I feel excited that this is the push that’s needed to make inclusion go mainstream. Unfortunately, a few weeks later the spotlight is turned off again. 

Progress is disappointingly slow!

 

So, what will the future bring? I truly hope there will be a massive increase in inclusive resources in people’s homes, more disabled people visible in television programmes and films. Not just as a ‘box ticking exercise’ but really breaking down barriers and changing attitudes towards disability in our society.

 

I’d love to hear your comments.

Website: www.hattieandfriends.co.uk

E-mail: lesley@hattieandfriends.co.uk

Twitter: @Hattiesfriends

Facebook and Instagram: @Hattieandfriendsauthor

by Hannah Wilson

Time for Men to ‘Woman Up’!

Patrick Ottley-O'Connor portrait

Written by Patrick Ottley-O'Connor

Executive Headteacher/Principal, Coach, Wellbeing Advocate and #HeForShe Ally.

The United Nations @HeForShe movement has reported that they are seeing the stereotypical gender roles of women at home become more apparent during lockdown and want to highlight positive male models with their new lockdown hashtag of #HeForSheAtHome. Globally women do more than men at home and @HeForShe are asking men to share photos to amplify support & show how you are being #HeForSheAtHome and amplify the aspiration for gender equality.

Although I agree with the aspiration, I felt a little uncomfortable simply sharing an image of me cooking and vacuuming at home, basking in the ‘likes’ and comments telling me how good I am for being #HeForShe. In recent years, I have become more comfortable having uncomfortable conversations with myself; understanding the systemic and societal issues which may have played out in my lucky career is eye opening and allows me to use this privilege to amplify those who do not have it. However, I also know that my #HeForShe allyship must not be self-defined, instead, the work and efforts must be recognized by those you are seeking to ally with.

Consequently, I asked the wonderful #WomenEd community how they think I should respond. As usual, I was not disappointed by the support and challenge that I received! Hannah Wilson, @Ethical_Leader and @WomenEd Co-founder offered support, shared some LeanIn articles exploring this, as well as providing a simple cartoon image to highlight the plight of women.

Alison Kriel, @AlisonKriel raised some important questions:

‘…it’s great that the world is waking up to the fact that most women do at least two jobs, one that’s paid and one that’s unpaid. I think it’s great to share positive images of men supporting in the home, and I’ve no doubt that it’ll be retweeted and celebrated widely. My question is, if #HeForShe is about amplifying the voice of women so that we can be heard, what can be done to celebrate women in the same way. If an image is shared of a man washing up (‘doing the right thing’ as you say), it will be ‘liked’ many times over. What can the movement do to get as many ‘likes’ for a woman doing exactly the same thing? …so how do we level the playing field? How do we highlight the disparity? How do we all become heroes for doing domestic chores?’

There is a danger that my words could sound patronising, or ‘Patrick-onising’ as Mel, my wife, likes to call it! It’s against this backdrop and advice given to me that I cautiously offer my opinion as a man who passionately believes in gender equality and genuine allyship as #HeForShe. That involves me continually investing my time in supporting others, holding myself accountable when mistakes are made, apologising and being prepared to rework my approach towards gender equality as needs change. I’m listening to women to ensure my words and actions are in sync with their message. Without this, words without actions can be detrimental and work against changing the culture.The COVID-19 pandemic has made us all reflect on life, priorities and what really matters. It’s affected all of us in some way. In addition to those who have contracted and suffered the consequences of Covid-19, many families are struggling with financial hardship, bereavement, domestic violence and mental health issues. In addition, many men are now discovering what it’s like to spend much of their time juggling work, childcare, and a household to manage! The work/household juggling challenge is nothing new for many women. Despite women being a significant proportion of the paid workforce, they still do disproportionately more than their fair share of unpaid household work and childcare.

The pandemic has closed schools and childcare providers, exacerbating the stresses and strains of home-schooling, childcare and household tasks. Naomi Ward, @Naomi7444 told me that:

‘This theme is arising in my coaching, especially for the #MTPTproject. My observations are that when this happened and all cards were thrown into the air, is when they feel we defaulted into traditional gender roles. So, caring for the children, housework and teaching / on-line learning pile up into many more hours than usual. Work is interrupted so it takes longer. And there is the mental load of keeping everything going which traditionally falls to women. It’s about communication, honesty, the vulnerability to ask for what we need. The pressure on relationships is real…I guess we all know that this is more complicated and messier than a social media campaign! If it starts a conversation, that’s a good thing.’

The increase and ease of communication, for those with digital access, has enabled working flexibility from home during lockdown’ but not necessarily made life easier when parents are juggling job responsibilities, full-time childcare, and supervision of children’s education…again, this juggling has left many women doing more than their fair share. With almost 1.6 billion children out of school globally, combined with non-keyworkers working from home, more men are in a position to do more housework and childcare during the pandemic.  What a great opportunity for men to dive into the daily routines of running a home and caring for their children. Men are increasingly taking shared paternity leave; however, most men have never worked from home for an extended period, as well as managing the housework and childcare.

The pandemic lockdown presents a perfect opportunity for more men to share more fully in-home duties for an extended period of time. This has the potential to start to turn the tide of gender inequality, both at home and work.

Men homeworking during the pandemic could grasp a greater appreciation of more traditional women’s experiences. They could develop a greater understanding of the value of flexible work arrangements. They could adapt to create a new gender balanced role model, to become more equitable gender role models for their own children. Hannah Wilson shared some of her MA research into flexible working:

‘research shows that an organisation is more likely to agree flexible working arrangements if men are requesting these adjustments to their working patterns. I anticipate a surge in requests for flexible working to include part-time, job share and compressed hours as a result of the pandemic. The business case against flexible working in schools has imploded. Perhaps more men will consider fully leaning in to domestic responsibilities?’

#HeForSheAtHome needs men to do their fair share of household tasks, childcare, home learning, planning of activities, and supporting their partner’s career. A genuine equal partnership at home, will surely support gender equality at work as well. In short, I believe that women with equal partners at home have the potential to be more successful at work. If women are less concerned with the impact of their work role on family responsibilities, they should be able to focus more fully to their work and be able to take advantage of career development opportunities.

Mel and I try to role model gender equality for our 5 sons, shaping expectations for their futures. We have to believe that our sons, who have seen us role model equal partnership in our household duties, have a perspective of greater equality for women’s and men’s roles at home and work.

Although I found it difficult as a younger leader, I am now not afraid to ask for and talk about why I need flexibility in my work schedule, e.g. with my children’s/parents’ medical appointments. If it’s only women who request and use flexible work arrangements, paid sick leave, and parental leave, it perpetuates the perception that this flexibility is just for women. In turn, this perpetuates a stigma that stops men from even asking for flexible working. If men do their fair share in creating equal partnerships at home, then we could begin to normalise flexible working for everyone.

My 10 tips for how men can help to bear the load of unpaid work and do their fair share as #HeForSheAtHome:

  1. Deliberately prioritise work and family responsibilities…and then stick to it, model being #HeForSheAtHome;
  2. Have a genuine conversation with your partner about household tasks and childcare. Don’t become defensive, but use it as an opportunity to do your fair share;
  3. Engage with the social family planning and organisation, e.g. organising birthday arrangements, holiday planning, shopping lists, medical appointments;
  4. Let go of your purely personal aspirations and make a concerted effort to support your partner’s career without reservation. Once you’ve done this build your own aspirations back up in genuine partnership, establishing a clear and shared priority for careers, childcare and household tasks;
  5. Model how to navigate the messiness of life, by openly communicating family and career goals. Life is messy, so show your kids how to disagree, respecting each other’s viewpoints. Let your children see how and why decisions are made through balance and compromise;
  6. Develop a positive attitude towards childcare and household responsibilities, to send an enduring message of commitment as #HeForSheAtHome to your children and partner;
  7. Be authentic in what you do and say. Most people are living the same reality of juggling work, household tasks, childcare, pets, sharing space etc, so avoid creating a utopian image of peace and quiet;
  8. Let people know that you are doing your fair share at home, by being transparent with your family, friends and paid work colleagues. This will help you to manage your availability and work schedule, to enable you to prioritise family responsibilities;
  9. Shine a light on what you’re doing as #HeForSheAtHome by talking about the highs and lows in achieving genuine allyship and partnership, so that others feel more comfortable to sharing their own reality;
  10. Use your #HeForShe as a badge of honour to call out unacceptable language and behaviour towards woman and be heard, don’t just leave it for women to challenge everyday sexism and discrimination.

I was once explaining a strategy to a senior group of executives, when the most senior man interrupted me and stated: “We need to man up and grow some balls!” Although several there had previously warned me about his behaviour, both male and female jaws dropped at his comment.

I paused, before suggesting that in my opinion: ‘…they were a very vulnerable and delicate part of the male anatomy, that when only slightly knocked leave a man writhing around on the floor. Why not say ‘woman up and grow a vagina’, because women seem much more resilient after passing humans out of their bodies?’

The pandemic is presenting new challenges, but the opportunities are now greater as we move forward out of the pandemic. Men now have the opportunity to reinvent their allyship and the ability to act on gender equality to create a new future. The more that men can become #HeForSheAtHome, then the closer we will get to achieving equality for women in the workplace as well. These actions will support your journey in becoming the dad and partner you know you want to be!

In conclusion, my call to men is to:

  • regularly communicate and listen to your partner, adapt your thinking, continually revisit and rework what you believe to be correct and become more comfortable being uncomfortable;
  • ‘Woman up’ and in the words of @WomenEd be 10% braver in using the pandemic as an opportunity to become more #HeForSheAtHome;
  • join the United Nations @HeForShe movement in challenging stereotypical gender roles of women and use your voice to highlight positive male models during lockdown by sharing an image and message with the world to champion gender equality with #HeForSheAtHome.

 Access further articles and resources here from Leanin.org:

by Hannah Wilson

Why Are Pictures of Prophet Muhammed Forbidden in Islam?

Zahara Chowdhury portrait

Written by Zahara Chowdhury

Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.

I want to make it clear from the outset that pictures of the Prophet and revered figures in Islam are offensive to the Muslim community. My article below addresses the treatment of the event and school culture. This is a very sensitive subject and one I hope I have managed with respect and empathy.


The news surrounding events at Batley Grammar School has sparked a wave of outrage and controversy across Muslim communities and the media. For those of you who don’t know, a teacher was suspended pending an investigation into the alleged use of a cartoon of the Prophet Muhammad (pbuh) in his lesson, which has offended Muslim community members and students.


As a teacher, when I first heard this on the news I personally was not offended, I was intrigued. I was then perplexed as to whether I should be offended as a practicing Muslim. In any case, there are three things I want to clarify:

  • Idolatry and depictions of the Prophet Mohammed and other prophets are prohibited in Islam as they are ‘’infallible’ and revered figures, and ‘according to the Islamic faith […] should not be presented in any manner that might cause disrespect for them.’ (Dr Azzam Tamimi to the BBC in 2015); 
  • A teacher has every right to spark learning and engagement within the parameters set out by the UK teaching standards, their experience, knowledge and understanding of their students;
  • In no way are death threats and aggressive behaviour a reflection of Islam. 

 

WHY ARE PICTURES OF PROPHET MUHAMMAD FORBIDDEN? 

 

This is a pretty fully loaded question and let me start by saying the accuracy here is only as good as Google and the references I have sought. Also, as a practicing Muslim, I don’t feel comfortable tagging archives and historical documents of Islamic images here.


There are apparently no transparent references as to why pictures of Muhammad are forbidden in the Quran. However, in the Hadith (quotes, events and experiences from the life of the Prophet Muhammad (pbuh)) it is said that the idolatry and the creation or worship of images is prohibited – it is deemed disrespectful as stated above and the only One able to create is Allah (swt). Of course, Islam dates back to the 7th century, and there are plenty of historical artefacts and pictures where you will often find the Prophet with no facial features. From the beginnings of the Ottoman Empire (13th century) to colonialism tearing through the world, there were fewer and fewer depictions of the Prophet too – whatever way you look at it, whether it be from the perspective of power, history or religious instruction, this is followed by a large majority of Muslims if not all and it dates back to religious scriptures and historical narratives. 


I haven’t answered this question in its entirety as it’s not something I know enough about. However, it is something I respect as a practising Muslim, just like I respect the principles and truth of all other faiths too. I may not agree or follow them, but I respect them and I would never want to knowingly offend anyone or any faith. And, I really don’t think the teacher in question did either. 


TEACHING AND LEARNING THE UNCOMFORTABLE

 

In previous blog posts and in the many conversations I have had since launching School Should Be, I am constantly reminded of the glaring gap in our education system when teaching the uncomfortable. Whether that be racism, prejudice, classism, sexism…in this case, religion, adults seem to have a deafening problem with students learning about the uncomfortable. It’s interesting; when I googled ‘learning the uncomfortable’ I was presented with a range of articles from Forbes, Harvard Business Review and a few more all concluding that ‘being uncomfortable’ is the key to success.


These articles all link uncomfortable learning to a new skill and pushing outside the ever-cliched and demonised ‘comfort zone’ (which, I love by the way). As a teacher and a student, I’ve realised the uncomfortable isn’t a new skill, it’s the courage to address, discuss and explore taboo and socially accepted norms that remain unchallenged because of fear. 

What this teacher tried to do was teach and enable learning. What the community are doing is in defence of their faith, perhaps triggered by a history of damaging criticism. What the media did was present an angle of Islam tinged with negative bias. 

 

What the school choose to do is up to them – however, it just goes to show the world how multifaceted the role of a school is in the lives of young people, teachers and communities. And as a previous Head of Department and experience on senior leadership, I really do empathise with the decisions they are having to make.


I think back to my time in teaching and the many roles I’ve held in education (including this one at School Should Be). I taught a wide variety of things: To Kill a Mockingbird, Of Mice and Men, a variety of Shakespeare, Austen, Chaucer, alongside writing to argue, writing to persuade, creative writing….all the fun stuff, some might say. There is a great deal in all of these texts that is offensive, but how we manage and respond to that offence is another question entirely – death threats and aggressive behaviour isn’t the answer, unlearning, compassion and allyship is.

 

It is a teacher’s responsibility to be mindful of the different beliefs in their class. It is also one massive feat.

 

Should this teacher maybe have checked with parents beforehand, addressed it with their line manager, considered the consequences of displaying this image, and the context of recent events? Probably. Do they deserve to be threatened, cancelled and potentially used as a scapegoat? Absolutely not. There are now several articles reporting on this event and I’ve read through a few too many of them. What I’ve concluded is that this teacher is sincerely apologetic, did not mean to be provocative, in no way wanted to offend anyone and if anything, wanted to encourage a healthy debate. 


Was the teacher’s use of the image offensive? 

 

For Muslims, yes. As a practising Muslim student and parent however, I would’ve liked to have been consulted and perhaps discussed the images as opposed to presenting them on the board. Bottom line is we all make mistakes in our professional careers and I hope this teacher is supported by their school and given the chance to learn and reflect on this experience. Islam is a forgiving and compassionate religion; in my opinion, this teacher deserves that.


NEGATIVE BIAS AND ISLAM 

 

Death threats, aggression and threatening behaviour are in no way reflective of the Islamic faith or any faith for that matter. Someone once said to me, religion is only as good as the people who practice it. I think that’s a very weak argument, but one that is valid as it just comes from a different lived experience. As a practicing Muslim, the truth of my religion is more powerful than any individual or ‘people’ – those choosing to practice it in ill faith, or in my opinion, use the religion to front their aggression are the problem, not the religion.

 

 

Unfortunately, the images of the protestors and the response from community leaders have been presented in a negative light. I won’t lie, when I first saw the video footage and images, I was disheartened by yet again another media debacle, which only serves to fuel the negative bias around Islam. However, I can equally sympathise with the protestors – and I really hope you have the patience to reserve judgment until the end of this piece. 


My earliest recollection of my religion in the media is the event of 9/11. I’m not going to go into detail, but ever since several reports, films and the like have always presented Islam and Muslims in a rather negative light. I’m not going to explain why or how, or go into the nuances, because frankly, it’s exhausting to constantly justify the way a POC feels – or in this instance, a person of faith. I’m not somebody who is easily offended, but I am someone who cares and is deeply compassionate. If you are too, then please understand that although the threatening behaviour is absolutely wrong, the hurt and anger around the events at the school come from a place of historical exhaustion and pain.


Many Muslims may have seen the teacher’s actions as another way of presenting Islam in a negative light. Why that image? Why not just a discussion? Why were parents not consulted? I am in no way condoning the threatening behaviour, but I think if we all want to live in a peaceful world (the idealist in me can only hope) we have to at least try and see where people are coming from and figure out a way to live in harmony with different viewpoints – not continue to antagonise and polarise. 


When it comes to schooling, teaching and learning, approaching education with an open mind, without fear and I guess, with the knowledge you may cause some form of discomfort and controversy is important. Is it possible to cause offence? Of course! However, being offended and how you respond to offence is something to learn too.


I don’t want students to be scared of asking questions, to rely on social media for knowledge or to live in fear of their opinions. If anything, it’s important to just approach all discussions from a place of empathy, compassion…and sometimes (if not most), sheer common sense. 


References: 

https://www.bbc.co.uk/news/magazine-30814555

https://hbr.org/2019/08/learning-is-supposed-to-feel-uncomfortable

https://www.forbes.com/sites/sujanpatel/2016/03/09/why-feeling-uncomfortable-is-the-key-to-success/?sh=bb7104719133

https://www.washingtonpost.com/news/morning-mix/wp/2015/01/16/how-images-of-the-prophet-muhammad-became-forbidden/

https://nypost.com/2010/01/10/jihad-jitters-at-met/

 

Please join our upcoming SSBChat event to discuss how to have conversations about religion in the classroom via Zoom. 

 

School Should Be is a platform to encourage students to find their voice and discuss topics and issues they should and want to be learning at schools. It is a place other educators and professionals can share lessons and learnings they think should be centralised in schools too. 

by Hannah Wilson

Think Equal – Equality Education in Action

Ben Mearhart portrait

Written by Ben Mearhart

M.Ed. in Educational Leadership and in his 10 years as a senior leader developed practices and curricula which progressed teaching, learning, outcomes and personal development to ‘Outstanding’ levels.

Intent

 

As a joint-Headteacher of a forward-thinking primary school I was always on the look-out for initiatives which spoke to the heart of what I most value – the children’s actual experience and equipping them for leading rewarding lives. Think Equal’s social and emotional literacy programme achieves this and so much more.

 

I can’t think of anyone I know who wouldn’t benefit from enhanced social and emotional literacy.  From engaging the compassion that it can grow, for ourselves and everyone around us.  What do you do when you feel completely lost?  When you feel you’ve made a terrible mistake?  How do you support yourself or others when they feel this way?  How do you treat people as they would like to be treated?

 

This, to my mind, is the true work of a curriculum, of a school; namely to cultivate an authentic social and emotional literacy which is steeled with a depth and breadth of real world understanding that together can make the world we leave for our children better than the one we inherited.

 

Implementation

 

You may of course learn such things through trial and error.   Or, to be more certain of success, you can embrace social and emotional literacy as a golden thread of your learning and understanding as a student, of your pedagogy and support as a teacher and of your vision and impact as a leader.  The mission, content and execution of Think Equal’s programme achieves this too. Bold claims I know, but treat those seeds of doubt to a quick glance at Think Equal’s Committee of Advisors and Academic Partners to see how this might be possible.

 

From Understanding the World to Personal, Social and Emotional Development – and all the fertile vertical and horizontal links between and beyond – Think Equal’s programme can instantly enhance your curriculum, pastoral care and ultimately the love and cohesion that unites your school community. And at a time when children’s minds – at their most plastic – can be so ripe to engage with what so many adults, myself included, can find paralysingly-awkward and difficult to negotiate in reality.  What is true fairness?  How are we different and how are we similar?  How do I show you that I genuinely appreciate you as a human being? The programme largely enables these developments through consistently engaging and inspiring stories and activities.  

 

Diverse narratives:

At age- and stage-appropriate levels, the children explore and embrace vital concepts like equality, emotion and race within the comparative safety of the experiences and choices of a beautiful range of characters.

 

Emotional intelligence in action:

Their discoveries are then reinforced with the help of the programme’s carefully scaffolded and inclusive activities so that they are ready to respond when reality calls.

 

Impact

 

And oh the difference! At its most essential, we found that our planning for Personal, Social and Emotional Development for the year was pretty much covered.  Done.

 

More importantly…within weeks we saw elevated levels of kindness and consideration.  We saw children often reserved and tentative now emboldened and asserting their values.  We saw children who knew themselves and their friends with deeper understanding and confidence, who had normalised the range of emotions we experience but not the negative actions they can drive. 

 

Children who, self-confident and upright, were happier, more engaged, independent and much more likely to approach conflict with courage and solutions(!).   The positivity rippled through our staff and to home too. These days there is rightly much talk of a mental health and well-being crisis (pre- and post-Covid 19).  In times of joy, sorrow and everything in between I don’t think we can expect more than to ride those waves to the best of our ability. Pursuing the Think Equal programme enhances that ability and not as a reactive solution – a bolt on – but as a pro-active and living, breathing and growing reality.

by Hannah Wilson

Using Students Voice to understand Diversity

Roma Dhameja portrait

Written by Roma Dhameja

Secondary Vice Principal responsible for Teaching and Learning with a particular passion for Student Voice and teaching students Business, Economics and about Money.

Google ‘What is Diversity’ and you will see it defined as the ‘process of involving people from a range of different social, ethnic, gender, sexuality backgrounds.’ However, the way we often portray it is through a lens of polarisation. White or non-white. Male or Female. We know life is more complex than that. I, as a woman in her 30s of Indian heritage, cannot speak for every woman with that background and in that age bracket. Our experiences vary. It also doesn’t mean I have nothing in common with a middle-aged white man.

 

This doesn’t mean that we shouldn’t endeavour to ensure diversity in our board rooms/staff body. It means we have to pay closer attention to experiences rather than the way we classify ourselves, and that’s why I want to focus on the element of ‘involving people’ in the above definition. Because unless the communication channels are open, our understanding of unique experiences and similarities will remain stunted.  

 

With this in mind, I have loved conducting student voice activities throughout my teaching career. Our students’ backgrounds affect the way they engage with education. I know this, I have experienced this. At age 4, I joined the British education system with English as my third language and not entirely fluent in it either. Rather than celebrate my trilingual abilities, I was always innately aware that having not mastered English first I was seen to have a disadvantage. This became more apparent as I studied English Literature at A Level and whilst my peers could reference Greek Gods I had a wide variety of Hindu God’s I could refer to with an impressive array of powers but none that were going to make me understand references in the poetry required on the syllabus.

 

Often this lack of exposure to Western cultural references can be seen as a gap, something to fix and fill, and I understand that. After all, we have to prepare our students to pass exams and wrestle with the demands of the English language. But we also have an opportunity to unpick what they come to the table with.

 

I recently spoke to a group of students with English as an Additional Language and was in awe at the experiences not only they, but their parents had. One spoke to me about his parents being refugees from Pakistan and how his dad had obtained a degree in the Netherlands, which is where he was born and had then moved to the UK at eight. When I asked him of his experience moving to the UK he spoke about how he was going to one up his dad by making sure he did his A Levels in the UK, degree abroad and then an MA in another country. To him the world was his home, he just needed some time to figure out society in each country. He was a global citizen.

 

I’d gone to speak to these young people to look at home/school communication. Many of the questions had been asked before.

  • Do your parents receive the letters we send home?
  • Do they read them?
  • Is it ok to send them in English or would you prefer them in a different language?

 

Yes, Yes English is fine, had been the response.

 

Digging a little deeper, it became apparent that the students were reading the letters going home to their parents. When asked if they read everything, their initial reaction was yes, of course. When I asked them to translate a paragraph for me in Urdu, it became apparent they would skip some bits. This made the school simplify the language of their home communication further, with students giving feedback.

 

I learnt a lot that day about the way we communicate with our young people and their parents. I learnt a lot about ensuring that we know who we are writing for. I learnt a lot about how many students are happy to talk about their background if they feel comfortable, and we are willing to listen and celebrate the richness of it.

 

On another occasion I learnt a lot more about why some of our students from diverse backgrounds were not applying to Oxbridge despite having the grades than I ever would sitting making assumptions. I won’t tell you why because their reasons may not be the same as those of the young people not applying at your school. And that’s what we need to unpick, all of us, through regular, consistent student voice activities. What I did love however is how many of them were making the right choices for them, taking into account their culture and the lifestyle they wanted to lead.

 

We also need to be careful about the way we interpret student experiences. For instance, students’ parents may not attend parents evenings because they have no experience of the British education system and may send older siblings, uncles or aunts instead. In these instances you can have a very engaged extended family. How do we work with that? The cultural experiences of our young people can be very rich and we have to ensure we are not, at some level judging them as good or bad when they may just be different.

 

Listening to our students’ voices can teach us so much: what our students value in their homes… what shapes their perspectives… who are their role models… This is all powerful knowledge. It is a two-way gift. Not only does it give us an insight into their world, it also encourages them to talk confidently about their experiences, no matter how different to the status quo they may be.

 

by Hannah Wilson

The False Flag Flying of ‘No Institutional Racism’

Rachel Clarke portrait

Written by Rachel Clarke

Working with many leaders to improve schools, Rachel is a "passionate, dedicated and inspirational educator, who strives for success with students and educators".

The absence of any acknowledgement of the existence of institutional racism in the UK education system, is a sad indictment of these times. In the context of George Floyd’s trial, the Oprah interview with Harry and Meghan and the glaring difference in response to Sarah Everard’s murder compared to Bibaa Henry and Nicole Smallman’s, much of the nation has been discussing race and the existence of racism. It felt as if education was slowly waking up to the systemic racism that exists within it. To then hear the outcome of this report, feels as though the conversation is firmly ‘off’ the agenda now. 

The meritocratic framing of how well ethnic minorities achieve, makes no reference that where this is true, this is in spite of the racism that exists, not because it doesn’t exist at all. The ‘well if you have families with high aspirations, children will achieve’ sentiment is firstly not comprehensive enough and secondly, echoes the long held belief that it’s the fault of the individual and no responsibility needs to be taken by the institution to ensure all children achieve their potential.

Then we have those who are of Black Caribbean heritage, who appear to have outcomes that start off quite strong (68%) at the end of EYFS, then plummet to 26% at GCSE. The high exclusions are referenced, as is the need for more ‘diversity’ training to be on ITT programmes. However the report fails to unpick the link between individual racism, institutional racism and structural racism that exists that facilitates these statistics. The silence on this is shameful. Yes, wider factors do affect outcomes of children and young people but it is no coincidence that the group whose ethnicity is still framed around negative 17th century hierarchies of race, are the ones being over-represented in negative statistics. 

With a workforce of approximately 90% from a White British background, our education system has a duty to ensure that biased views/opinions aren’t given the opportunity to thrive, but are deliberately challenged, so all children achieve their potential. Racism is not just a one off act of violence/aggression but more often, is the drip, drip, drip effect of racial action over time that has to be explored as being central to these poor outcomes.

Despite the report stating that “if there is racial bias within schools or the teaching profession, it has limited effect …”, it is clear that we have to change our approach if we genuinely have a desire to have an education system that meets the needs of all. Now is the time to educate the educators to start the hard work of challenging racism. 

by Hannah Wilson

The Power of Multiple Perspectives

Paulina Tervo portrait

Written by Paulina Tervo

Co-Founder and Co-CEO at Lyfta; an immersive learning platform for educators.Her background is in documentary filmmaking and web production.

I’m holding a heavy camera in my arms, which are shaking from the sheer weight. It’s 35 degrees; hot, humid and I’m standing in the middle of the biggest slum in Dhaka, Bangladesh, filming a UK A-list celebrity who is crying and talking to the camera. We have just visited several homes in the slum, where we have met young mothers, who are still children themselves, who live in abject poverty and whose children are malnourished. My brief for the day has been to make the A-list celebrity cry in front of the camera, because that’s what will make people donate to the charity that I am doing the work for. I start crying myself, because of the absolutely devastating stories of hopelessness that we are telling, and because I have been told by the local staff that the families we filmed are not beneficiaries of their aid, and therefore will not be helped. 

What this narrative was doing was problematic for many reasons. Not least because it reinforced the white saviour narrative, portrayed the poor as a helpless one-dimensional group who are only going to be saved by our charity. It also showed only one side of the story. What we didn’t tell was how the young mother might have been part of a women entrepreneur’s group, saving together to launch a business, or how she is a resilient and resourceful person. We didn’t humanise her, we victimised her, objectified her even. 

I felt disgusted and embarrassed for being there. It was the first time I had ever taken an assignment like this, and it was absolutely going to be my last. It was clear to me that what we were doing would not bring about sustainable change. I realised that I wanted to tell stories that were empowering, and even if they had tragedy or difficulties in them, they would humanise and have hope. 

A very different story

Fast forward 5 years, I am filming another young mother, this time in Helsinki, Finland. This is where I come from. 

Habiba was a child when she came to Finland in the early nineties as a refugee from Somalia. To give you some background, in 2018 over 50% of Somalis in Finland were unemployed, and when it comes to women, that figure was even higher. Many Somali women become nurses or work in other caring professions. When Habiba told me that as a teenager she had been told by a school counsellor that she would be best off becoming a nurse, as that’s what most other Somali women do, she decided that wasn’t going to be her route. Her interest was in citizen activism and politics. 

Habiba always knew she wanted her own career while also fulfilling her duty as a mum. By her mid-twenties, she was the proud mother of 7 children when the relationship with her husband broke down. Committed to her aims towards social justice and advocacy for others, she chose to become a city councillor and started to work for her community, to help young people who faced institutional racism which put them at risk of marginalisation. It hasn’t been easy for Habiba to do what she is doing, she faces constant hate speech and racial abuse. 

The story we ended up telling about Habiba, like the other stories on the Lyfta platform, is emotionally powerful, yet hopeful, inspiring and empowering. Habiba is an incredibly resilient and positive person, reflective and committed and provides a powerful role model for us all. She makes us see that despite adversities, we can still follow our dreams. 

Habiba’s story has now been seen by thousands of children and teachers in the UK and Finland. For many people, she is an incredible role model, and for others, meeting her has given them a window into someone’s life, whom they might otherwise never have met. They would have heard a story that showed them a new perspective.

Habiba’s story is one of many human stories featured in Lyfta’s learning environments called storyworlds. At Lyfta our mission is to share beautiful human stories from around the world to better understand ourselves, each other and our future – as individuals, as communities and as an entire planet. 

Storytellers and media outlets have a big responsibility as to how we tell stories, because stories shape our world and shape perspectives and attitudes. So it really matters how they are told. The world is nuanced, complex and beautiful and there are a million ways of telling someone’s story. At Lyfta, we choose to tell stories that humanise people. 

What is Lyfta?

Lyfta is an award-winning teaching platform made up of interactive 360° spaces and soundscapes of real homes, workplaces and environments from around the world. Students are invited to explore, unlock rich media content, and get to know real people through powerful and inspiring short films.  

The resources are ideal for teaching a range of subjects, skills and values and the UN SDGs. The ready-made lesson and assembly plans cover a range of vital themes such as sustainability, wellbeing, human diversity and compassion, and are ideal for nurturing skills and values such as empathy, resilience, and critical thinking.

Lyfta offers free training and trial access – find out more at www.lyfta.com/training

by Hannah Wilson

Decade of Diversity: a cross-industry coalition of organisations and individuals supporting schools to increase diversity and inclusivity

Temi Akindele portrait

Written by Temi Akindele Barker

Inclusion Labs offers a custom programme for schools, grounded in research and best practice, but most importantly on the lived experience of students and families, particularly those from underrepresented groups.

During last year’s global BLM protests, I watched as friends and schools scrambled to find more diverse books to share with the children in their care. It struck a chord with me – the realisation that for many like myself this is a daily practice ignited from the moment you know you are bringing a child into this world.  As a mother raising two ethnically diverse daughters in a dual heritage home, surrounding my daughters with true representation: female empowerment, ethnically and culturally diverse stories and role models, is a necessity.  But I also passionately believe it is just as essential if you are not from an underrepresented group – it is about “windows and mirrors”.

 

When I think of my children, my hope for them really boils down to wanting them to know they have a place in this world.  That they truly belong.  That they are seen for who they are.  But for that to happen they have to recognise themselves in the world they inhabit.  They need to feel represented; they need to see others who look like them in leadership positions.  There can’t be a ceiling to their hopes and dreams.  And whilst I strive to emphasise this at home, I need the wider world to reemphasise this.

 

From my work with Inclusion Labs, I am acutely aware that the influence and impact a school have on a young person is profound, whether it is positive or negative.  And it endures.  From the moment they step into reception until their final day of sixth form, and they carry it with them long after that, shaping their perspective and expectation of the world around them.  Ideas and attitudes are formed simply from who and what is placed in front of them on a daily basis.  This is why representation of every form is vital.

 

The Decade of Diversity initiative is about representation.  It is a bold and ambitious call to action and a way for schools and organisations to plant a flag in the ground on its importance.  It is a visible and vocal commitment to do the work of diversity and inclusion, but significantly it is not an expectation that we do this alone.  This commitment is a two-way one: Inclusion Labs and our partners are committing to supporting and guiding schools that are brave enough to plant that flag.  We reached out to individuals and organisations of every kind and we all connected on this shared purpose and belief that we all have a part to play in the development of young people. “We were all children once – and we are now the parents, grandparents, uncles and aunts of children” (Kofi Annan) and by virtue of that, we must all be invested in their development.  And so, a cross-industry coalition was formed, one to create inspiration and action around the Decade of Diversity pledges: 25% Diverse Literature and Diverse Governing Boards by 2030.

 

We asked ourselves the questions: “what needs to be done?” and “what part can we play in the answer?”  We recognised the work being done by many schools, individuals and organisations and knew we must contribute to making change happen, recognising that together we are more impactful.  It is a long-term commitment, a shared vision of a collective journey over the next ten years.

 

This coalition cannot end with words but must be about actions.  And our founding partners’ commitments cover a breadth of support, everything from creating support materials; workshops and training; access to diverse role models; developing programmes; and so on.  Each and every partner rallied around this initiative and committed to actions with only two stipulations: 1) they must be about diverse literature or diversifying governing boards, and 2) they must focus on supporting students and/or teachers as well as the overall school community.  Crucially, our support will evolve every year in response to what is needed by our signatory schools.

 

To embed diversity, equity and inclusion into every young person’s educational, cultural and personal development, Inclusion Labs focuses in on our four outcomes:

Learning: what they learn, how they learn and who they are learning from; 

Accessibility: having access to a diverse and inclusive community; 

Balance: embedding equity – the different elements of any setting in the correct proportions; 

Society: preparing them to be active participants in the world, including positive representation and interactions with those from underrepresented groups.

 

At Inclusion Labs, we believe that every teacher can have a role to play when it comes to leading DEI in their school.  For us, the literature pledge is the moment where a school librarian can lead, and we have ensured that our partners can support them and their colleagues.  From library management system organisations to independent publishers, booksellers, writer development agencies and authors – we bring them together to inspire, support and guide schools.  And of course, we are fundraising to donate diverse literature directly into our signatory schools.

 

Recently, a student questioned the role of their school governors and why they were invisible to students.  As the conversation progressed, many in the group raised the point that their school governors felt far removed from them as individuals.  Our governing board pledge partners are all working together with Inclusion Labs to increase the diversity of board leadership in our schools, with outreach campaigns across industries, including alumni and families – after all, parents can do more than bake sales! In addition, we are supporting schools to create the optimum environment in which both pledges can thrive for the long term.

 

The Decade of Diversity pledges are for our young people.  They deserve and need diverse literature and leadership, whether they inhabit a state or independent school, primary or secondary, in the centre of a city or somewhere rural.  Our initiative echoes their protest whilst being about ambition and action – “we are tired of talking about this” was a phrase that was aired in many of our focus groups as well as meetings with our founding partners. From these two pledges, we believe much else flows (diverse curriculums, diverse staff, a greater sense of belonging and awareness).

 

We do not claim to be the silver bullet – the truth is, there is no one answer, and no one way to solve these issues.  We have to apply different methods and involve as many as possible to actively work towards breaking down barriers and transforming our world to one that is inclusive for all.

Join our movement for change – let’s turn intent into action!

Find out more about the #DecadeofDiversity pledges and become a signatory school or a partner:

https://inclusionlabs.co.uk/decade-of-diversity/ 

Follow us for updates about this initiative and our partners:

Twitter: @inclusion_labs

Instagram: inclusionlabs

Linkedin: Inclusion Labs

#InclusionLabs #DecadeOfDiversity 

by Hannah Wilson