No time to say “we don’t have time” when it comes to diversity in literature
Written by Jessica Tacon
Jessica Tacon is second in charge of the English Department at City of London Academy Highgate Hill and is a member of NATE’s (National Association for the Teaching of English) ‘Reviewing Literature’ working group. She created The Right Writing campaign which aims to improve racial diversity in English Education.
Knee-jerk: “a quick reaction that does not allow you time to consider something carefully”
When a topic or issue becomes present in the public eye (often despite having always been of paramount importance, as is the case with diversity and inclusion in education) or it begins to feel more urgent, there can be pressure to actively resist or even just to react.
The pressure that I am referring to here comes from the expectation that education should be diverse and inclusive, something which has failed to be considered over decades. The pressure point is the realisation of this failing; the need to respond becomes pressurising as organisations need to be seen as doing the ‘right’ thing.
But the bottom line is that schools absolutely must not be exhibiting knee-jerk or quick-fix solutions to improving the diversity and inclusion of education. We need to make it a priority to find that beautiful balance between speed and solutions; remember, the first organisation to make changes in the way of diversity and inclusion is not necessarily the organisation doing the work most properly.
Making time, not taking time
Showing support for a cause without taking action at first can be a good thing. Note I said “can”. Far too many organisations, schools included, have used the excuse of wanting to ‘take their time’ as a guise for the fact that, actually, diversity and inclusion isn’t their priority. To this aim, time must be carved out at a systemic level to plan, implement and maintain changes in the education sector.
What can this look like? In reality there isn’t a one size fits all approach, it can look like many things. For specific questions to help schools to approach changes or to reflect on whether their current approach(es) are purposeful in the ways that truly matter, please see the full version of this article on the Pearson website.
With so many pressures on our time and headspace, tokenism, virtue-signalling and ‘quick’ fixes (which usually fix very little) can be tempting. But when we look at the absolutely unarguable benefits of a truly diverse and inclusive education, we cannot afford to not consider every single aspect of the above questions in everything that we do.
Evaluating English
Let’s look at the subject of English as an example. English A Level uptake has been declining for some time; research is still being done as to why but initial findings show that students do not feel that English is relevant for them or offers them career pathways. In 2018/19, only 19% of students who took English Literature at A Level were Black, Asian or of a Minority Ethnicity (Source: GOV.uk available on request).
Where does this lack of students studying English at A Level come from? In 2018 The Runnymede Trust found that nearly 92% of teachers in state funded schools were White, in 2020 Publishing Perspectives found that only 13% of people working in the publishing industry were Black, Asian or of a Minority Ethnicity and it is not unusual for a pupil to leave school having never studied a book by a Black author, as shown in research carried out by Penguin Random House. It does not take too much evaluation to see the vicious cycle that has been created: everywhere that young people turn they do not see themselves. This forms one example of why all the aforementioned changes need to happen, if it even needed to be pointed out in the first place.
A real reflection
As the writer Junot Díaz puts it:
“You know, vampires have no reflections in a mirror? There’s this idea that monsters don’t have reflections in a mirror…It’s that if you want to make a human being into a monster, deny them, at the cultural level, any reflection of themselves. And growing up, I felt like a monster in some ways. I didn’t see myself reflected at all.”
What Díaz describes here about representation is one facet of these changes; schools must look beyond “representation, and the pitfalls of tokenism, to thinking about how schools can be proactive in tackling racism” as The Runnymede Trust puts it.
Ultimately, what we are offering in educational settings is not truly an education until every aspect of education has changed to represent, include and celebrate every child. We are already behind, now we must come together and push forward diversity. There is no other option.
Take Back the Narrative: Reflections on #DiverseEd Conference
Written by David Church
David is an LGBTQ+ education consultant and former Deputy Head Teacher. He has over 10 years experience in education and is passionate about supporting schools to develop an LGBTQ+ inclusive culture and curriculum. Outside of education, David is a Regional Ambassador for It Gets Better UK.
Attending the #DiverseEd Conference in Bristol on Saturday felt perfectly timed. The backdrop of recent developments from the UK government regarding the trans community weighed heavily on my mind as I prepared for the day ahead. It seemed as if the trans community was under siege from multiple angles: teachers potentially being allowed to discriminate against trans young people in schools (https://www.thepinknews.com/2023/09/23/ehrc-guidance-trans-misgendering-pupils-schools/) and the proposed ban on trans women from women’s wards (https://www.theguardian.com/society/2023/oct/03/trans-hospital-patients-in-england-to-be-banned-from-female–and-male-only-wards).
As a cisgender gay man who had previously faced adversity under the infamous Section 28 (and the legacy since), I felt a deep empathy for the trans community, witnessing their increasing vulnerability and the reported surge in hate crimes against them (https://www.gov.uk/government/statistics/hate-crime-england-and-wales-2022-to-2023/hate-crime-england-and-wales-2022-to-2023).
As an LGBTQ+ education consultant, I was acutely aware that action was needed to ensure the safety of trans+ children, young people, and staff in schools. Fortunately, the conference offered a range of sessions on just this, highlighting the need for greater trans inclusion & diversity.
Every session I attended resonated with me on both a personal and professional level, but my mind was consumed with the urgent need to address the ongoing challenges faced by the trans community.
The first workshop I attended was led by Sarah Bonnell School, focusing on social justice in schools and empowering students to enact change within their communities. Their discussion of “cold anger” as a catalyst for change struck a chord with me (https://www.psychologytoday.com/gb/blog/brave-talk/202109/4-types-anger-everyone-should-know-about). This anger, when harnessed, could drive the transformation needed to combat the prevailing discourse around trans inclusion.
Equally, Shaun Dellenty’s keynote, highlighted the importance of challenging the narrative of fear and division, emphasising that we are stronger together, whether or not we identify as trans. The theme that stuck in my mind: How do we channel this anger and negative energy into positive action?
Similarly, in Bennie Kara’s keynote, the power of stories to reshape narratives was explored. She discussed how we need to move beyond viewing the trans community as victims or dangerous (a perception which has continuously been fed by media and entertainment). The history of LGBTQ+ rights is full of unsung heroes such as Marsha P. Johnson and Sylvia Rivera, who spearheaded the original Stonewall uprising. Yet, their stories are often overlooked in the narrative of our school curricula.
It is imperative that we teach about these individuals to reframe the narrative and challenge prejudices and biases. This will foster a more respectful society, one that goes beyond mere tolerance to genuine acceptance of every individual, regardless of their identity.
Jo Brassington, in their session on trans and non-binary inclusion in schools, passionately reminded us that silence and indifference regarding trans+ inclusion make us complicit. It reminded me of the words of David Morrison, Chief of Army in the Australian Army, which echo this sentiment: “The standard you walk past is the standard you accept.”
This is not about understanding what it means to be trans but about having compassion and acceptance for every trans person; knowing them as individuals and hearing their story. Stories have been central to human culture since time began, and it is now time to reshape these stories in the public eye. As agents of change, we must stand with the trans community, working towards a compassionate view that acknowledges them as individuals.
The #DiverseEd Conference offered a glimpse into the power of collective action, empathy, and storytelling to take back the narrative, ensuring that the voices and experiences of the trans community are heard, respected, and valued. We, as educators, have a unique opportunity to lead this transformation, shaping a more inclusive and compassionate society by ensuring our curriculum fosters a positive narrative of a range of trans people; from the books we read, to the significant role models we explore and the policies we have in place. Taking back the narrative is not just a goal; it’s a collective responsibility that we must all be conscious about in our schools.
“But is it age-appropriate?”
Written by Gerlinde Achenbach
Gerlinde Achenbach is a senior education consultant and former primary headteacher. Her career spans more than 35 years, with over 30 years teaching in schools. Since 2021 she has been supporting schools across the UK with Equity, Diversity & Inclusion, specifically LGBTQ+ inclusion. Her expertise is in leadership and changing school culture.
It’s now 20 years since Section 28 was repealed in England yet in primary schools we’re still, it seems, reluctant to talk with young people about being lesbian, gay, bisexual, trans or more. Some of us can’t get past the LGBT+ acronym, never actually defining what each letter stands for.
“Can I say ‘gay’ in Year 2?” one lead teacher for EDI was asked recently. We were talking during a recent 1:1 coaching session on developing best LGBT+ inclusive practice across the school. Deeply frustrated, the teacher bemoaned her experience with colleagues: “Some of them won’t include it beyond PSHE. Others never get round to it, telling me they’ve run out of time.”
Many primary class teachers are fearful of parental backlash in front of groups of other parents and their children. Some know that their senior leader colleagues are just as wary. And it’s true, this is one area where some parents and carers often feel emboldened to speak their mind. It’s embarrassing to be on the receiving end and, if you’re not confident about why we’re including LGBT+ themes in our learning and our environments, it’s easier to put your head in the sand. But let’s not forget that it’s statistically very likely that every family will have someone – parent, uncle or aunt, sibling, cousin or grandparent – who is lesbian, gay, bisexual, trans, queer or more.
“We want to make sure it’s age appropriate…”, say primary schools.
The DfE’s compulsory guidance on RSE came into force in September 2020, stating, ‘Primary schools are enabled and encouraged to cover LGBT content if they consider it appropriate to do so.’
With an independent review currently in progress to ‘advise the Secretary of State for Education on what is appropriate to teach in relationships and sex education and health education, and at what age’ , the stakes for ‘age-appropriate’ are high.
Of course, it’s important that the curriculum is appropriate for the age and experience of the children in each year group. But let’s not forget that when we talk about equity, diversity and inclusion, we’re moving beyond curriculum into the realm of whole school culture. The reservations we may have about being LGBT+ inclusive in younger year groups do not sit well with a culture of inclusivity and belonging. As a Primary Headteacher, I know that the majority of primary schools now include at least a handful of same-sex parented families, and often at least one child questioning their gender. That’s not forgetting the afore-mentioned LGBT+ relatives and friends. Surely we owe it to all the children living in LGBT+ families to see their own lived experience validated by our practice and provision? At the very least, our culture and curriculum should reflect and represent our LGBT+ children, both those who know it already and those who will know it soon enough. It’s our moral duty.
So, what could be more appropriate, for EYFS up, than talking about how families are made up differently, and that they have love for each other in common? Quite simply it is appropriate to have a curriculum where we share stories with young children about families and individuals who may dress, speak, identify or love differently from those they know, whilst talking about kindness and respect. We must also surely help children try to understand the injustice of being discriminated against, or harmed, simply for loving someone of the same gender.
We know that learning about sexual orientations other than heterosexuality does not ‘make you gay’, any more than learning that some people question the gender assigned them at birth ‘makes you trans’. Young people are discerning and knowledge is power. If any of the above applies to them, they will learn about it in a safe, accepting space. If it doesn’t apply, they have learned respect and compassion for others. Is it then morally acceptable to put our heads in the sand when we know that through educating our children, we educate our families and our communities?
Put simply, LGBT+ inclusion is about showing respect and compassion for all LGBT+ people as equal members of our diverse school and wider communities. It’s about being included in every aspect of school life and knowing you belong.
It’s always appropriate, at every age.
Environment and Identity: A Fragile Balance
Written by Rachida Dahman
Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.
In a complex world with complex problems, young people are struggling to uncover their identities. Social media and social constructs simplify thinking into binary perspectives that are limiting their capacities to grow and develop an understanding of themselves and the world. Unfortunately, some school curricula and environments may be contributing to this growing problem that directly impacts student wellbeing.
So much of students’ worlds seem to fall into a good/bad, right/wrong, preconstructed view of what they should think, believe, feel, and who they should or should not be. In this binary construct, students are not able to explore their own perceptions, opinions, or understandings because they have not had the freedom to develop the ability to observe, ask questions, discuss, and learn about differing perspectives in a constructive way. Schools should strive to create an environment that welcomes and encourages students to share, explore, and grow. In order for them to feel safe to do so, the atmosphere must not be argumentative. Rather, it must be one that approaches differences from a lens of love and learning.
It may seem easier to avoid discussing controversial topics in order to steer away from conflict and difficulty that stir emotions. However, when we participate in this avoidance, we miss out on an opportunity to teach students how to explore their feelings, have rigorous, meaningful conversations, and learn from those with differing viewpoints in a positive way. By modeling an avoidance behavior, we are inadvertently supporting this binary way of thinking that leads to a hindrance in student growth. In order to assist in students’ development, schools can create an environment where people are able to discuss controversial subjects in a respectful way that comes from a place of learning, understanding, and growing rather than judgment.
Schools should be a safe place for contemplation, evaluation, and learning and not one that prescribes what students should think and how they fit into a pre-described way of being. This freedom, or lack thereof, has a direct impact on student wellbeing. Educators should be inviting students each morning to feel strong and capable, supporting them in framing their own personalities and identities. In order to do that, they must feel safe sharing who they are in an environment designed to listen and learn without fear of others jumping into a defensive or attack mode. A safe space environment is cyclical in nature. In order for students to feel heard without judgment they must also learn to listen without judgment. One cannot occur without the other.
Students must learn to find value in the opinions, thoughts, and beliefs of others. Educators can assist in this learning by teaching students that there are 101 perspectives on the same problem. Rather than always presenting a definitive answer, issues can be explored from various angles. In addition, we must teach and model the use of kind words that are full of love rather than aggression, and that strive to unite rather than divide. As you enter your schools every day, ask yourselves these questions:
- Am I encouraging differing viewpoints and creating a safe space for them to be shared?
- Am I modeling a behavior of openness for judgment-free conversations?
- Am I demonstrating kind, accepting language?
- How can I help students to avoid defensive or aggressive language and responses?
The formation of identity and wellbeing is fragile. Schools have a responsibility to create environments that are conducive to open discussions, free from aggression, and safe for honest and authentic conversations geared toward learning, understanding, and growth. It is through this climate of successful cooperation and mutual support that we can counteract the negative impacts of binary thinking and help students create healthy identities.
10 Engaging Diversity Books for Children: Promoting Inclusion and Understanding
Written by Rachelle Carter
Rachelle Carter is co-director of Madeleine Lindley Ltd, a key children’s book supplier based in Chadderton, Oldham. Its staff are experienced and well-equipped to help primary schools rejuvenate and refresh their class libraries with the latest and most engaging books. The business has played a vital role in supplying many of the UK's primary school libraries for over 35 years.
Reading across a range of cultures and experiences not only broadens children’s worldviews but also nurtures an appreciation of the wider world. Being exposed to a range of books that cover different representations allows children to feel connected and included, and allowing a child to explore various narratives through books through a multitude of narratives is a cornerstone in exposing a child to inclusion and understanding.
Here, children’s literacy specialist Madeleine Lindley Ltd explores ten notable books that celebrate diversity, promote inclusivity, and stimulate the imagination. For primary school teachers, this list can serve as a great starting point from which to build a classroom library or wider school library with books that promote inclusion. It is important to remember that the representation of diversity will differ from classroom to classroom. Use this list to explore the types of books you can consider for your classroom, and explore the broad range of diversity and inclusion books yourself to find the perfect books for your children.
1. Uncle Bobby’s Wedding by Sarah S. Brannen
Uncle Bobby’s Wedding takes a delicate approach to introduce the concept of same-sex marriages. As the story unfolds, young readers journey alongside Chloe, the protagonist who initially fears she will lose her beloved Uncle Bobby when he announces his wedding. The story’s gentle narrative helps children understand that love transcends all boundaries and that families come in all shapes and sizes. Moreover, it instils the idea that a change does not equate to loss, a valuable lesson for children.
2. The Best Me! by Marvyn Harrison
In The Best Me!, Marvyn Harrison promotes the importance of self-esteem and individuality, focusing on the central character’s journey, Nia. Nia learns to embrace her unique identity and sees the beauty in everyone’s differences, breaking away from societal expectations. The book delivers the fundamental message that everyone should feel empowered to be their true selves.
3. The Proudest Blue by Ibtihaj Muhammad and S.K. Ali
The story revolves around Asiya’s first day of school, with her wearing a bright blue hijab. Her younger sister, Faizah, sees Asiya’s hijab as a symbol of pride and strength. The Proudest Blue introduces children to the concept of faith in oneself and the richness of cultural diversity, helping them recognise and respect religious practices that might differ from their own.
4. Grandad’s Camper by Harry Woodgate
Grandad’s Camper presents a loving relationship between Grandad and Gramps. Following Gramps’s passing, Grandad ceases his adventuring until his granddaughter reignites his passion. The book addresses LGBTQ+ relationships and loss sensitively, fostering understanding that love is universal, extending beyond conventional family setups.
5. Speak Up! by Nathan Bryon
Speak Up! is a compelling narrative about using one’s voice to champion what’s right. The protagonist, Rocket, inspires children with her bravery, as she stands up for her community’s park. This story encourages children to be courageous, fostering a sense of responsibility, and motivating them to stand up for what they believe in.
6. Just Like Me by Vanessa Brantley-Newton
Just Like Me is a collection of poetic narratives, celebrating diversity, self-love, and acceptance. Vanessa Brantley-Newton’s character-driven poems encourage children to explore and celebrate their identities, recognising that everyone’s story is unique and equally important.
7. The Bubble Boy by Stewart Foster
The Bubble Boy introduces the character of Joe, a boy with severe combined immunodeficiency who lives in a sterile environment. This narrative fosters empathy, giving children a glimpse into the lives of those living with health conditions, ultimately encouraging them to be understanding and respectful.
8. Jamie: A Joyful Story of Friendship, Bravery and Acceptance by L. D. Lapinski
Jamie paints a picture of an inclusive world where each individual is unique and cherished. The story explores themes of friendship, bravery, and acceptance, helping children appreciate the diverse characteristics that make us all human.
9. Fight Back by A. M. Dassu
Fight Back explores the resilience of a young refugee, teaching children about the realities of displacement and courage. This book encourages understanding of global issues and empathy towards individuals who’ve experienced adversities beyond their control.
10. No Ballet Shoes In Syria by Catherine Bruton
This book captures the experiences of Aya, a refugee girl in Syria who finds solace in the world of ballet. No Ballet Shoes In Syria allows children to empathise with the struggles of refugees and appreciate the power of passion, dedication, and the arts.
Find diversity books for your library
Cultivating an environment that values diversity is an important part of fostering an enriching, inspiring, and inclusive environment for your children. To help you in doing this, Madeleine Lindley Ltd helps curate an inclusive, engaging, and ever-evolving reading environment for your primary school. By filling your library with books that celebrate differences, you are not just introducing children to a multitude of perspectives, but also instilling a lifelong love for reading.
The Pen and The Community: What a football cage taught me about community
Written by Mohamed Abdallah
With almost two decades of experience, Mohamed started his journey in youth work and pupil referral units before spearheading groundbreaking inclusive practices and systems as a leader in an 'Outstanding' all-through mainstream school. Driven by a relentless commitment to positive change, Mohamed now dedicates his efforts to collaborating with school leaders across the nation as the Head of the Inclusive Leadership Course at The Difference.
“We are meaningful as individuals only through our interconnections”
Alexander and Conrad (2022)
The “success” I experienced as a youth worker, a practitioner in a Pupil Referral Unit, and as a senior leader in mainstream schools has at times been credited to me or my leadership, and that often makes me feel uneasy.
Partly because I experience imposter syndrome on a regular basis. But mostly because everything that “I have achieved” only happened through collective efforts.
It was only achievable because a community of people pooled together their desire, commitment, skills and knowledge to make a difference to the lives of children.
And this is why I don’t believe in individual heroes or saviours.
It sounds like I’m being a little contrary, but I hope that when you get to the end of this post it will be clear that what I am proposing instead is so much more liberating, freeing us from the idea that success is a purely individualistic journey. I think the opposite is true, that the collective efforts are more empowering than the individual endeavours of one.
KEY INGREDIENTS
Most of my childhood and teenage years were spent on Studley Estate in Stockwell. And to this day, that time remains one of the most significant chapters of my life. And it is the sense of community I experienced there which has become an integral part of my identity. It influenced how I grew, how I socialise, how I make decisions, and where I feel a true sense of belonging. It is also where I worked out what my skills and qualities are and helped me develop a wealth of knowledge about my community.
Throughout my life, whether as a child on Studley Estate, a youth worker in the community, or as a senior leader within schools, there are three key ingredients that formed an active and healthy community which stood out for me. These three ingredients are: DISCOVERY, COLLABORATION and ACTIVITY
Let me share their significance using a personal example from my childhood.
THE PEN
The Pen, the football cage right in the heart of our estate.
Discovery
As a child, I discovered a community of children who played regularly in the Pen and shared the same passion for football. It became our meeting point after school and on weekends, it fulfilled our need for play and socialisation through football. The discovery of the Pen and our shared love for football became our major connection.
Within our little community of talented footballers, we recognised and celebrated our differences. Some of us supported different teams (I’m a lifelong Liverpool fan), but our shared passion for football forged a bond that transcended those differences. We had an instant connection, rooted in our passion and knowledge of football and our ability to play the game.
Each of us brought something unique to the table. I play as a defender, and that was a valuable asset in a team full of players who wanted to play in attack. We recognised the unique skills and qualities that every player brought which in turn helped us create a space where everyone felt safe, where a shared passion and a common purpose thrived. We discovered our purpose, to have fun through the medium of football.
Collaboration
Looking back, reflecting on us as young children, it was incredible how well we collaborated with one another. We organised ourselves into teams, we agreed on how long a game should be, and we always accepted the result of a game without any adult involvement.
The centre of the Pen became our arena for collaboration, where we waited until everyone who wanted to play had arrived before selecting teams. It was a joint effort, facilitated by everyone present in The Pen at that moment. We recognised that each person who joined us was not only a football player but also an active agent in creating the ideal space for play.
We understood, even at a young age, that leadership could emerge from anyone, regardless of age, background, or footballing ability. We acknowledged the leadership potential within us all.
Activity
And then, we played, we mobilised our assets into collective activity.
We acted collectively in our game, where there was fairness, equity and trust. And though the game was always competitive, we always prioritised fun. Without the intervention of adults, we treated each other with mutual respect, accepting the game’s outcome and naturally resolving any conflicts that arose.
This collective activity involved every single one of us, as we recognised that to play a game of football it required the collective participation of all of us.
We discovered each other and our assets, collaborated in shaping teams, what type of game we would play, and engaged in the activity of the game in a way that was organic and purposeful.
COMMUNITY
These key ingredients can work for any community, including school communities.
Discovery is at the heart of every strong community.
It means discovering how and where people may have a sense of belonging, forming friendships, and feeling supported in their growth and development, discovering their own assets and capabilities. It’s about discovering spaces where people can come together, share their experiences, and provide a nurturing environment for children.
Opportunities to discover spiritual connection, helping people to collectively share values, wisdom, their gifts and connect to much needed resources, services, and opportunities for personal and community development.
When we foster genuine discovery which lead to connections among different groups, we create a tapestry of relationships that weaves us closer together.
Collaboration is essential for community growth and progress.
It means working together on projects, initiatives, and events that have a positive impact on people’s lives. Sharing skills, knowledge, and experiences, and creating a collective pool of wisdom and expertise. Collaborating contributes to the support of one another, exchanging ideas that work toward common goals addressing social issues to promote inclusivity, and create a sense of unity.
When we collaborate, we tap into the diverse strengths of our community and achieve outcomes that are greater than what any individual or group could accomplish alone.
Activity is about taking collective action and empowering every individual within the community to contribute to its well-being and success. It means staff, children and families being active participants in decision-making processes, having their voices heard, and realising their potential as change-makers.
They can collectively act by engaging in volunteerism, advocacy, and community-building activities alongside the local community. Acting together can foster a culture of empathy, respect, and social responsibility within school communities. And in turn promoting social justice and supporting those in need by empowering them through their assets. Most importantly a school and local community taking ownership of their community’s future.
When we act collectively, we create a sense of agency and shared responsibility, leading to a stronger, more resilient community.
BY THE COMMUNITY
To be a community member is to care, to take responsibility, to acknowledge your collective power.
To be a community member is to cultivate meaningful connection to the numerous relationships and institutions on our doorstep.
So, I want to return to where I started.
Our communities are shaped by our interactions, our relationships, and the wisdom we share with one another. When we achieve something, it is because we have worked with others, supported one another, shared resources and acted together.
And this is why I don’t believe in individual heroes, whether they are people or institutions. Because it is the collective efforts of many that is heroic. It is our collective power that creates sustainable change.
Not a single person.
It requires collective risk taking to effect change. It doesn’t happen overnight, it takes time, but it is sustainable. It is designed by the community; it is done by the community, and it is sustained by the community.
If you are curious to learn more about Drawbridge and how we can help schools foster meaningful community engagement? Feel free to reach out to me at mohamed@drawbridge.org.uk.
Navigating School Life
Written by Matt Taylor-Roberts
Matt Taylor-Robert (He/Him) is the Founder and Managing Director of Proud 2 b Parents and with his husband, Matt is an adoptive parent to their amazing son. He feels privileged to work for a regional adoption agency as an independent panel member and has previously worked for an independent foster agency within the same role. However, he had to step away from this role due to becoming a foster carer for this agency. Matt has previously worked within Children's Services for a local authority. To find out more about Proud 2 b Parents please head over www.proud2bparents.co.uk.
As a gay dad, I embarked on a remarkable journey when my child entered school. From the early days of reception to the transitions and milestones of Year 1, I’ve witnessed firsthand the joys, challenges, and triumphs of being an LGBTQ+ parent in the educational system. I therefore wanted to share my experiences, insights, and reflections, shedding light on the unique journey of a LGBT+ parent navigating their child’s schooling.
From the first day of reception, I was determined to create an inclusive environment where my child would thrive. I approached the school teachers, emphasizing the importance of embracing diversity and promoting acceptance among all. I was pleasantly surprised by their open-mindedness and commitment to fostering an inclusive atmosphere. They then looked to me to answer their questions and point them in the right direction of equity and inclusion.
Throughout the early years of schooling, I discovered the significance of building strong relationships with teachers, other parents, and school staff. By being open about my family’s structure, I paved the way for understanding and acceptance. I actively engaged in school activities, volunteering my time and participating in parent-teacher meetings to establish connections and develop a sense of community. I, myself, joined the board of governors, while my partner became the chair of the PTA, ensuring we echoed the ‘normality’ of our family.
As my child progressed through reception and Year 1, I encountered occasional misconceptions and stereotypes surrounding LGBTQ+ parenting. I sometimes took these opportunities to educate and enlighten, sharing our family’s story and dispelling any doubts or concerns. Other times I was exhausted from educating others in the playground and just wanted to stand quietly in the rain, waiting for my ‘baby’ to finish school for the weekend.
Fortunately, my child has not faced overt bullying or bias but we have heard comments such as ‘why do you have two dads’, ‘are they your two dads’ and he has always been the child used for ‘every family is different’.
In Reception and Year 1, schools often organise events and activities that celebrate families, we always ensured one of our son’s parents were there to represent his family and that he had a cheering face in the crowds. We went to ‘Mother day or special person day’ events and planted seeds and enjoyed afternoon tea, as well as engaging in ‘fathers day’ sports activities.
We always felt that collaborating with teachers was pivotal to ensuring my child’s educational experience was positive and affirming. Regular communication, sharing important milestones, and addressing any concerns or questions were key aspects of this partnership. By fostering a strong parent-teacher relationship, we ensured our child received the support they needed to flourish academically and emotionally.
Looking back on the last two years of my child’s journey through school, I’ve witnessed the power of acceptance, education, and collaboration in creating an inclusive environment. While challenges may arise, embracing diversity, building relationships, challenging assumptions, and advocating for inclusivity have proven transformative.
By sharing my experiences, I hope to inspire other LGBT+ families to approach their child’s school journey with confidence, knowing that their unique perspectives and experiences contribute to a more accepting and inclusive educational environment for all.
‘I’m so glad we have one of you here!’
Written by Nabiha Mohamed
I am a British born Muslim Pakistani Geography teacher, who loves rocks and the Marvel Universe. I have spent 13 years living in Abu Dhabi but have now returned to the UK and am living in Bristol. I have taught in both comprehensive and independent schools, both of which I have enjoyed very much. I am a creative being who overthinks everything! I love to learn, and I have recently woken up to the fact that I am one of the few teachers of colour in this country and am now feeling the responsibility of this weighing heavy on my shoulders. Keen to ‘make a difference’ in the schools, I would love to connect with other teachers of colour in the UK.
We have been hit with comments like these throughout our lives. We have become accustomed to these ‘microaggressions’ in every aspect of our daily routines, and by ‘we’, I mean, people of colour.
As a British Asian Muslim woman (that’s a lot of labels already) born and raised in this country, I had never heard of the term ‘microaggressions’, until about 2 years ago in a CPD session at school. It was a turning point for me, in my career and my personal life. I have since been educating myself around the topics of unconscious bias, microaggressions and sense of belonging, particularly in schools. It’s been a rollercoaster ride since then, highs and lows in my teaching career, in my understanding of the issue and trying to work out how best to teach students to be assertive and staff to be ‘awake’. I am no professor in this area, I am not perfect, but I have grown to become passionate about this topic as one I can relate to and hopefully, an area I can help change in schools.
I have come to realise that many people who fire microaggressions at you, are often wonderful, kind, well-meaning people. They just don’t think about the gravity of their words; if you did have the courage to call them out on their inappropriate comments, they would be utterly devastated, which also makes us hold back on speaking up. Three recent examples I can think of (all said by adults):
- I can never learn the names of the girls who wear hijabs, they all look the same.
- I’m so glad we have one of you here now at school, the kids really needed someone like you.
- I loved culture day; it was my favourite day of the year! I loved all the costumes students wore; they were beautiful.
Costumes? I don’t wear my salwar kameez on Halloween, love.
I have delivered CPD sessions and assemblies on Unconscious Bias and Microaggressions to both staff and students recently, with the aim to give students of colour the confidence to speak up and say, ‘that’s not okay’ and to educate teachers on what many of their students go through daily as they go about their lives.
The thing is… I said in my assembly that I promised myself, whenever anyone was to say anything inappropriate directed at me, I would speak up and tell them. If ‘we don’t do this’, I said, ‘things will never change.’ Did I speak up when the above microaggressions came my way? Shamefully, no I did not. WHY, oh WHY did I not say anything?! Because, they were all lovely people who didn’t mean any harm. Because I, aged 47, did not know how to handle the situation at that exact moment, and if I couldn’t, how could I expect a child to?
However, I want to break the cycle. I want to have the confidence to say ‘errmmm, no’, and I want to teach students to be able to do the same in a respectful way, but I don’t know how to. We have school policies on explicit racism but there is nothing in means of reporting the implicit microaggressions from students or staff. Should there be? Is there a need? Do we ask our EDI Leader to speak to the guilty ones or should we have the guts to do it ourselves? But the interesting, or annoying thing amongst these questions in my head is, why am I struggling to speak up like I am the guilty one? I haven’t done anything wrong.
Exciting changes in the English Curriculum
Written by Samantha Wharton
Samantha is a seasoned educator from East London, with ancestral roots tracing back to the Caribbean nations of Antigua and Guyana. She brings a wealth of academic achievements, including a degree in Communications and Media from Brunel University, a PGCE in English and Drama from the Institute of Education at University College London, and an MA in Black British Literature from Goldsmiths University.
English teacher Samantha Wharton takes us through some of the exciting changes to the English curriculum – featuring stories of the Windrush generation.
As well as it being the monumental milestone of 75 years since the Windrush ship docked at Tilbury forever changing the fabric of the nation; this year 2023, also marks significant changes in the English curriculum. For the first time, two playtexts by Black British female writers will feature on the English specification across three exam boards! AQA, Eduqas and OCR have added Leave Taking by Winsome Pinnock and The Princess and the Hustler by Chinonyerem Odimba to their collection of texts for examination in 2025 (available to teach THIS September).
The play Leave Taking is considerably significant in its relations to the Windrush as the writer Winsome Pinnock foreshadows some of the issues that later arise in the 2018 Scandal. The play written 1997 and produced at the National Theatre (marking the first black female playwright to have a production in this space) tells the story of Enid – a woman in her forties that arrived in England during the Windrush era. She raises her two daughter’s Viv and Del in this new British landscape where she navigates some of the challenges of being Black in Britain. I believe this is a wonderful play that documents an important story that needs to be heard. It is part of our shared British recent history. It shares the universal themes of migration, parent child relationships and belonging. It’s a text that is accessible to all GCSE students and a play that young people will relate to – especially the parent/child clashes and expectations that parents have for their children.
This is a huge change in the curriculum and one that I feel is much needed. As a teacher of 18 years I have seen many changes in the curriculum that to some extent have narrowed the world scope for young people, especially those that do not read independently. There was very little to no diversity reflected in the texts available at GCSE in particular so this is incredible. I am excited to be teaching this play at my school: St Angela’s Ursuline in London, where we will be part of a pioneering group to teach this text in the first year of official study!
I believe that diversity in literature and a range of texts help to foster a love of reading. Generally, readers like to make observations about others and escape to new places through literature. Novels are our gateway to other cultures and ways of life that we may not be able to physically be a part of. It is important that students have this exposure to different texts within the classroom and not just as part of reading for pleasure.
I was also fortunate to be commissioned by Nick Hern Books alongside Lynette Carr Armstrong to create a study guide for Leave Taking. Combined we have over 50 years of teaching experience and have created a resource that will support the learning of this text for students and will also provide a source for teacher’s planning to teach this text in the future.
I encourage teachers, parents and young people alike to engage with these stories! They are an important part of our history and need to be heard!
For access to Leave Taking (play and guide) as well as AQA conversations for teachers see the following websites:
Text: https://www.nickhernbooks.co.uk/leave-taking
Study guide:https://www.nickhernbooks.co.uk/leave-taking-gcse-student-guide
AQA: https://www.aqa.org.uk/professional-development/search?f.Themes%7CV=Spark
The Power of Networking
Written by DiverseEd
Diverse Educators started as a grassroots network in 2018 to create a space for a coherent and cohesive conversation about DEI. We have evolved into a training provider and event organiser for all things DEI.
#DiverseEd Table Photo
This Friday night we joined the team at Chiltern Learning Trust for their annual Racial Equity Network Dinner (#REND). We had been unable to make it the last two years running despite really wanting to attend and support it, but this year we were able to make it happen.
We sponsored a Diverse Educators’ table and invited some of our collaborative partners from the race section of our DEI DIrectory to join us on our table. It was brilliant to finally all be together in person! It is not very often we are in the same room, at the same time – the energy was palpable and we were very much the ‘naughty table’ as we needed to take advantage and connect whilst we could.
Thanks for joining the team from #DiverseEd:
- Nadine from Aspiring Heads
- Rhia from Black Teachers Connect
- Jemma from Let’s Start a Conversation Today
- Aretha and Youlande from Mindful Equity
- Louise and Marcus from MixEd
Getting to Luton for 6pm on a Friday night, at the end of a long year and a hard term, was not for the faint-hearted. Our table travelled from Manchester, Nottingham, Birmingham, Watford, London, Kent, the New Forest and Bath to attend the event. The journey to the event is very much a metaphor for the direction of travel of the work – it is non-linear, frustratingly slow and there are lots of obstacles to navigate including poor conditions and route closures.
We were delighted to be in the room where it was happening, along with 480 other attendees, who all care about and are committed to affecting change when it comes to racial equity in the education system. We had a lot of other connections and collaborative partners at the event including:
- Diana from the Academy of Women Leaders
- Frankie from BAMEed SEND
- Albert and Johnoi from Black Men Teach
- Iona and Sam from Edurio
- Daryl from Flair
- Paul and Andrea from the Institute for Educational and Social Equity
- Penny from The Linking Network
- Bukky, Flora, Yamina, Kiran and Emma from #WomenEd
In the more formal part of the event before the eating and networking started, there were a series of short presentations from a range of speakers:
- Sufian Sadiq – shared a heartfelt reflection on the fatigue and frustration of how slow the rate of change in this work is for him, his peers and his family. His call to action was for solidarity.
- Professor Paul Miller – shared the systemic data to highlight the structural and societal barriers for people of colour in our sector. His call to action was for allies to leverage their power.
- Sarah Owen MP – shared a personal narrative of being a biracial pupil and how this work could have helped her journey as a pupil but also now as a politician. Her call to action was to create greater belonging.
- Dr Patrice Evans – shared a quote from Obama and reflected on her journey being the only black woman in many spaces. Her call to action was to collect the stones and to use them to build empires.
- Hannah Wilson – shared her awareness of being a white person speaking to a room of global majority and then used the space to amplify the organisations in the room doing brilliant work in this space. Her call to action was to join the coalition.
- Assistant Professor Derron Wallace – shared a comparative lens to the data and the activity in the US compared to the UK and questioned what our collective strategy for racial equity is. His call to action was that everyone needs to own the role they have to play.
In the less formal part of the evening it was great to see, chat to and smile across the room at Alison from CCT, Mary from Myatt and Co, Tom from Ambition School Leadership, Phillippa and Sajid from PACT, David and Ena from Venturers Trust, James and Sharon from Inclusive MAT, Antonia and Bhamini from Pioneer Educational Trust, Adam from OTSA, Thahmina and Omar from CST, amongst others.
#REND is a brilliant example for the power of networking. The event was a magnet for people seeking a shared vision, a unified purpose, a collective agency. Together we are stronger, and we can go further.
Do check out the social media posts via the event hashtag #REND and put the draft date for the 2024 #REND event in your diaries: Friday 12th July. We will have a table there again and will invite new partners from our DEI Directory to join us. It would be great to see you there and they are increasing capacity to 600 for next year’s event.
DEI Directory Flyer
