The 3 Cs of DEIB Work: Consciousness, Confidence, Competence
Written by Hannah Wilson
Founder of Diverse Educators
Our Journey
When I am running training on DEIB (Diversity, Equity, Inclusion and Belonging) for different stakeholder groups, I suggest that they see this work as a journey. The DEIB journey is one we go on individually and collectively, personally and professionally. The journey is non-linear and quite messy – different people will go off on different routes to reach the same goal and people will get on and off at different stages. This journey is a marathon and not a sprint, so we need to pace ourselves and we need to sustain our commitment to the work.
Motivation to go on this journey is great, but it is the habits that we unlearn and relearn, that will enable the DEIB vision to become embedded into the provision. This is where we see impact and we can make change happen. Moreover, this journey has three parallel lanes. The 3Cs of Consciousness, Confidence and Competence are my way of breaking down the different things that we need to develop in ourselves and each other.
Our Consciousness
Def. the state of being aware of and responsive to one’s surroundings; a person’s awareness or perception of something.
We need to start here, fighting our bias for action as educators like to do and get busy finding solutions to problems. But we need to start with the being. We need to become aware of ourselves, of each other and of the environment in which we are existing.
Consciousness is about exploring our own identity, recognising our own bias and navigating our own power and privilege. We need to become conscious of what we have not experienced, of what we have not been exposed to, of who we do not know.
We talk about getting ‘comfortable with being uncomfortable’ because we need to do the ‘inner work’ before we can start the ‘outer work’. We need to start with understanding ourselves on a deeper level.
The call to action is to be able to look in the mirror and to understand who we are and what shapes our thinking/ behaviour.
Our Confidence
Def. the feeling or belief that one can have faith in or rely on someone or something; the telling of private matters or secrets with mutual trust.
With increased awareness, we recognise that we do not have all of the answers. So we need to get confident in acknowledging that we are not the expert and that we need to listen to and learn from others. As we grapple with new concepts and new language, we need to model that we are going to get it wrong, that we are going to need support and feedback, and that we will make mistakes, but we will learn from them.
Confidence is about getting curious and asking more questions. We need to listen to others, to their lived experience, in order to expand our own perspective. We need to have the confidence to discover some hard truths about our organisation.
As we become confident engaging with the subject matter, we then need to become more confident in what we say and what we do. We need to stand up and speak out on issues impacting our community, we need to call in and call out behaviour and language that is not inclusive.
The call to action is to be willing to be courageously open and vulnerable.
Our Competence
Def. the ability to do something successfully or efficiently; the quality or state of having sufficient knowledge, judgment, skill, or strength.
With consciousness and confidence, we can then start developing our competence. In order to do the work in realising our DEIB intentions and bringing our vision to life, we need to develop new skills.
‘We don’t know what we don’t know’ until we start the learning journey. By slowing things down we can be more intentional in identifying the gaps in knowledge and in planning the training to close these gaps over time.
Being competent means that we develop muscle memory, we practise until the new skills feel natural and automatic e.g. diversifying the curriculum/ library, reviewing policies/ processes and practices through a DEIB lens, holding courageous conversations, showing up as an ally.
The call to action is to invest time and resources into ongoing training for yourself and others.
Our Commitment
So as we head to the end of the year, we invite you to reflect on the journey you have been on with your DEIB work. Where have you become more conscious, more confident and more competent? And how have you cascaded this learning to others?
Accessing accurate funding for your EAL pupils through the October Census
Written by Catherine Brennan
Catherine is the Director of Better Bilingual, a social enterprise based in Bristol, an EAL Academy Associate and active member of NALDIC.
One of the questions which often comes up during our Better Bilingual discussions with schools about developing EAL provision is funding. No surprise there…but what IS surprising is the absence of information and understanding about English as an additional language (EAL) being one of the 14 funding factors explicitly identified in England’s Schools operational guide: 2022-23
In this blog, I aim to explain what this EAL funding is and how schools may more easily understand – and hopefully access it – for the benefit of our many multilingual pupils, in relation to the Protected Characteristic of ‘Race’.
What is this EAL funding and how can schools access it?
This education funding guidance from the Education & Skills Funding Agency identifies English as an additional language (EAL) as being ‘an optional factor’ for local authorities to consider when they ‘plan the local implementation of the funding system’ – i.e. when they allocate central government funding to local schools.
The guidance specifies that ‘Pupils identified in the October census with a first language other than English may attract funding for up to three years after they enter the statutory school system. Local authorities can choose to use indicators based on one, two, or three years, and there can be separate unit values for primary and secondary.’
The means that each individual EAL pupil in a primary school could attract between £500 and £750 per pupil, whilst secondary funding could be between £1,500 and £1,750 per pupil.
This could be for 1 year or up to 3 years – all depending on how your local authority has decided to use this ‘optional factor’. So a considerable amount of money…
You can read an analysis of ‘how each local authority has allocated their dedicated schools grant (DSG) schools block funding for 2022 to 2023’ here: Schools Block Funding Formulae 2022 to 2023 (Education & Skills Funding Agency, June 2022).
Why is the October Census so important for schools’ EAL funding?
There are two reasons for this – firstly because this EAL data is collected only once each year through the October Census and secondly because the ‘first language’ definition is often misunderstood, meaning that many EAL pupils are not recorded correctly in the October Census. This can result in schools (and therefore their EAL pupils) missing out on funding.
So what does ‘first language other than English’ mean? Is it the same as ‘EAL’?
Before I answer the first question, I’ll answer the second – yes, it is. And the more we discuss and explore the definition of ‘EAL’ in schools, the better, as it’s important we have a shared understanding of it in order to develop an asset-based approach to EAL pedagogy.
As stated in the DfE English proficiency ad-hoc notice (Feb 2020):
‘Information on a pupil’s first language is collected in the school census. A pupil is recorded as having English as an additional language if she/he is exposed to a language at home that is known or believed to be other than English. It is not a measure of English language proficiency or a good proxy for recent immigration.’
That last sentence is important – ‘EAL’ does not indicate fluency and it does include those pupils who may have arrived some time ago or who were born in the UK.
It’s also worth noting that if there is more than one language spoken in the home – which includes English – the DfE requests that the language other than English is recorded.
Why might this be a positive thing? Well, if only English is recorded, then the additional language (and the additional cultural richness and sense of identity associated with it) may not be acknowledged, valued and utilised in school for wellbeing and academic success.
How can I find out more about EAL funding?
Our Better Bilingual Guidance on EAL funding for schools 2022-23 gives further information about this topic and we recommend that you talk to your governing body and local authority to find out more about how this funding is allocated (and monitored) locally.
How can schools use this EAL funding to promote DEI in relation to multilingualism?
Every single pupil learning through EAL is different and every school has their own EAL context. At Better Bilingual, we recommend funding decisions are made after the SLT:
- looks closely at their pupil population, ensuring that first language data is accurate
- analyses which particular individuals or groups are doing well (or not so well)
- reflects on the strengths of (and needs re) current whole school EAL provision.
Whether the need is for initial pupil assessments, a New Arrivals Policy or CPD on EAL assessment, potential EAL funding accessed through the October Census could be vital in eliminating discrimination and promoting high attainment for ALL our EAL pupils.
Amendment – October 2024:
Click here for 2024-25 information re the School Census and National Funding Formula re EAL: http://www.betterbilingual.co.uk/whats-new/
Flour on my Face
Written by Siya Twani
I am a Motivational Speaker who speaks in schools and businesses, on Diversity, Equality & Inclusion, Resilience and Mental toughness.
My name is Siya and I speak in schools and businesses across the country and internationally. Like Nelson Mandela I am a man who stuck my neck out like a giraffe and spoke up against the Apartheid regime. This resulted in me being arrested, tortured, and put in prison for four years. I have a lived experience of facing, the odds, and reinvented myself by defying the regime in letting my voice be heard and recognised as co-equal. The struggle for belonging has been my life long struggle. I went to prison because I wanted to create a South Africa and a world where all of us as human beings can experience the joy of belonging, not just some but ALL OF US TOGETHER.
Our children are dual heritage. My children have struggled with belonging and acceptance or not being accepted for who you are.
My youngest son is Sipho. When he was about nine years old, Sipho and Megan were friends at primary school and one Friday after school Sipho went to play with Megan at her house. On collecting Sipho I noticed that he was covered in white powder, before I could enquire Megan said, ‘Look Siya I made Sipho white like me.’ I said, ‘That is so lovely Megan’, as she was just an innocent child, wanting a friend to look like her. All Megan’s dolls were white and so thought because all her world is white therefore Sipho as friend needed to be white. It was an innocent gesture and attempt of acceptance and inclusion. She wanted Sipho not to feel different.
Now fast forward to when we moved from Essex to Edinburgh. Now in Edinburgh one beautiful summer’s day, I decided to take my three beautiful children to a park to play on the swings at a local park. As we entered through the gate, myself and my children were subjected to racial abuse, called monkeys and told to get out of her you are dirty, you brown people. They taunted my children. They went on to say, ’You are not welcome here’, and my children broke down in tears. I approached these ignorant white kids who were never exposed to a people of different colour or background. They all ran out of the park. Three of the older teens came back to the park to apologise. I then took that opportunity to educate these young people and expand their horizons. I asked them, can you imagine what it must feel like being spat at, called names, being bullied all because I was different? Can you imagine the power of your words, attitudes, and behaviours towards my children? I went to ask them. One day how would they feel if their own children were subjected to racial trauma and abuse. They were stunned and all they did they kept apologising and their apology was accepted as I said to them. it takes a strong person to apologise for their mistakes.
I wish I could say that was the last time that my three little children were subjected to racial trauma and abuse. That incident is stuck in their minds as they often reminisce about it and how big daddy protected then form those empty-headed idiots.
In writing this blog I do not want you anyone of you as readers the impression that either myself or my children had persecution complex. It was our daily bread” our daily experience of being a dual heritage family in predominantly white village just outside of Edinburgh, called Black Hall and by the very nature of the demographics was predominantly white.
My daughter who was then 10 and my son who was then 8 were the only dual heritage children in the whole school. Again, the demon of racism that taunted me growing up in South Africa was now tormenting and terrorising my children and impacting on their mental health and wellbeing. I remember my daughter having cultural and racial identity crisis. One day she locked herself in the bathroom bleached herself because she wanted to be white like all the other kids in the school. She took the scissors and cut her hair off because it was not blond like her mums and the kids in the school. These two stories of my children’s lived experience and their struggle of belonging or not belonging is a real one to this very day. When people see my children, they don’t see white people first they say black children because they are not “pure white” like everybody else around them.
To this day my children live with this creative tension that, for white people they will never be white enough and for black people they will never be black enough. They are in no man’s land. I went to prison in South Africa so my children and my grandchildren could experience the joy of belonging and not have to go through what I went through because of racially divided South Africa. Not so long ago in this country there were signs in the 60s saying, No blacks, no Irish, no gay, no Jews and no dogs.
It was Dr Martin Luther King in his famous speech ‘I have a dream’……. who said, “I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin, but by the content of their character.” The question I ask myself is …why should they be judged in the first place whether they are black, white gay or not gay, trans or not, short, or tall?
The incident I related above of those young people in the park. They did not realise the impact of their words, attitudes, behaviour and the racial trauma my children suffered as the result of their ignorance. Because really, racism is a child of ignorance. They did not know how it would make my children feel for the rest of their lives. ‘Sticks and stones may break my bones, but words will never hurt me’ those words cut deep into the psyche of my children, and profoundly affected their mental health, wellbeing and sense of belonging.
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ― Maya Angelou
My passion is to educate, empower and expand young people’s horizons about Diversity & Inclusion That is why I speak in schools and delivery inclusion and diversity workshops and promoting mutual respect. Celebrating diversity and not seeing diversity as a threat but as a strength that unites all human beings. Because there’s only one Race …The human Race.
In my culture we do not have the concept of stranger danger. Every is potential friend or a friend you haven’t met yet. The word for community in Zulu is Umphakathi meaning we are together on the inside. No one is excluded or marginalised, picked on, we all experience the sense of belonging to one another.
In the stage play and movie HIGH SCHOOL Musical : After Gabriella and Troy successfully perform their song (“Breaking Free”), Ms. Darbus gives them the lead roles, making Sharpay and Ryan understudies. Both teams win their respective competitions, and the entire school gathers in the gym to celebrate (“We’re All In This Together”). Chad asks Taylor out, and Sharpay makes peace with Gabriella. We need to be curious, embrace, celebrate diversity and respect differences and not see differences as threat but as a strength.
This is what drives me into schools because as Nelson Mandela said, “Education is the most powerful weapon with which we can change the world”.
As a passionate, engaging educator I have moral obligation to educate, empower and enthuse young people to make this world a better place to live in.
Instead of putting flour on my face… let’s put flowers in each child’s life so they can thrive.
“No one is born hating another person because of the color of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.” – Nelson Mandela
Why We Need Anti-Sexist Language Resources in the Curriculum
Written by Sophie Frankpitt
Applied Linguistics undergraduate at the University of Warwick
A culture of sexual- and gender-based violence is being enacted through our words. But we still aren’t listening – and we still aren’t talking about language.
In June 2021, the government published a review of sexual abuse in schools and colleges. It showed us that sexual- and gender-based violence is rife, and that girls are disproportionately affected. The figures were stark, but for many of us that did not come as a surprise. What came as a surprise for me is that – as far as I’m aware – no-one pointed out that most of the sexual harassment was perpetrated through language.
I’m a Linguistics undergraduate, which means that studying language is what I do. Ever since the review was published, I’ve spent days rereading it, trying to work out how to articulately say that this survey shows us how important language is. It is through working with Our Streets Now for the last few months that I have been able to work out how to say what I think needs to be said.
The review stated that 92% of girls thought sexist-name calling happens a lot at school, and 80% thought that unwanted sexual comments are a regular occurrence. Other recent studies have also shown us that sexual- and gender-based violence are often perpetrated through language. For example, in 2018, Plan International reported that 38% of girls experience verbal harassment at least once a month. This is likely to be higher amongst women of colour and those in the LGBT+ community. In the National Education Union’s (2019) study, over a quarter of teachers hear sexist language daily at school. On Our Streets Now media, the campaign against Public Sexual Harassment, you can see various testimonies that explain the effects of verbal (and other) harassment.
You might say that sexist language is the least of our problems, and that we should be dealing with things like physical harassment. But sexist language establishes a conducive environment for sexist behaviour. It enacts and builds a culture in which sexual- and gender-based violence is standard. This means that, by using and hearing sexist language, a culture of sexual- and gender-based violence is normalised. There are many, many studies that have shown the detrimental effects of sexist language on wellbeing. And this is why language is important.
Part of the reason language is powerful is because it shapes our worlds often without us even realising. Within our words lie our values, our beliefs, and our identities. Because of this, language has a massive role to play in the fight for gender equality.
The first step is recognising how important language is – and thinking and talking about it much more than we currently do.
Secondly, we can incorporate teaching about anti-sexist language use into the curriculum. Our Streets Now currently has – and is working on – resources for schools that examine the role language has to play in combatting Public Sexual Harassment. The resources educate about Public Sexual Harassment, ranging from topics like being an active bystander to recognising victim-blaming narratives.
And finally, we can make Feminist Linguistics more mainstream. Language affects all of us, so it’s damaging to keep it confined within academia. Every day and for everything, we use language – so we should all understand the power that words hold. There are a few resources that can help us to learn a bit more about language. I’d recommend starting with the blog language: a feminist guide, taking a look at Our Streets Now’s website, and learning about feminists (such as Chimamanda Ngozi Adichie, Amanda Gorman, Laura Bates –Every Day Sexism and many more) who use language to empower, uplift, and educate.
Being Transgender in the UK, Transphobia and How to be Inclusive
Written by George Hughes
Senior Education, Training and Strategy Officer currently working for EqualiTeach. Having previously worked as an English teacher, George has a passion for writing. They are currently studying an MA in creative writing at Manchester Metropolitan University and hope to one day publish their own children's novel.
With roughly 200,000 – 500,000 trans people living in the UK (Government Equalities Office, 2018), and more celebrities coming out as gender diverse, trans people have become a popular subject for discussion. While many transgender people are celebrated around the world, discrimination and transphobia is still being faced daily with devastating consequences. This blog is about being transgender in the UK, what we mean by transphobia, and what we can do to be inclusive of all members of the community.
First of all, what is meant by the term transgender?
The word transgender is a term which describes people whose gender identity is not aligned with the sex they are assigned at birth.
What is gender identity?
A person’s gender identity is their personal and internal sense of who they are regardless of their hormones, internal and external sex organs, and chromosomes. Gender is no longer regarded as a binary model wherein people have to identify as either man or woman; it is instead a spectrum in which a person is able to freely identify themselves as one of over 60 different gender identities. (Abrams and Ferguson, 2022)
What is transphobia?
In simple terms, transphobia is negative feelings, attitudes or actions against people who identify as transgender. It also covers those who identify as nonbinary, transsexual or androgyne. Transphobia can be seen in many different forms and can range from inappropriate language, prejudice-related bullying, to full-blown violent attacks.
The transgender community have become a topic more frequently discussed by the British tabloids. Panic and prejudice have been propagated by the press and gender critics. Research carried out by Forbes (2021) has claimed that 375 transgender people were murdered in 2021 – twenty five more than the year before. According to records, this is the ‘deadliest year of violence against gender diverse people since records began.’
In August 2020, the Equality and Human Rights Commission published a report which showed the public’s attitudes to trans people. From the data, it is clear that many people do show a positive attitude. When asked to choose words to describe their feelings towards trans people, many chose words such as ‘respect’ and ‘admire’. However, there is still a percentage who selected ‘pity’, ‘fear’, ‘disgust’ and ‘resentment.’
So why is there a growing level of fear-mongering and intolerance?
Shon Faye (2021) states, “By and large, the transgender issue is seen as a ‘toxic debate’, a ‘difficult topic’ chewed over (usually by people who are not trans themselves) on television shows, in newspaper opinion pieces and in university philosophy departments. Actual trans people are rarely to be seen.” As a trans person, it is hurtful to have my existence debated by people without any lived experience. How often do we see ourselves reflected in the media, and not being spoken about by a cisgender person?
As someone who has recently come out as trans, I am getting used to the daily microaggressions and comments about people’s ‘transness’. People have a lot of questions! The most common questions are “When you are having surgery or taking hormones?” as that is what people assume is everyone’s next step. It is not enough that we exist, we have to exist in a way that everyone expects us to.
What is it like being trans in the UK?
While there is lots of support, it is also incredibly difficult. In order to even be diagnosed with ‘gender dysphoria’ (the feeling of discomfort or distress that might occur in people whose gender identity differs from their sex assigned at birth or sex-related physical characteristics) and start medically transitioning, you have to be assessed by two psychologists with expertise in the area of gender development. These can be in excess of £1000 and that is just to get a piece of paper with your ‘diagnosis’ on. If you were to go through the NHS, wait times for the first appointment alone are a minimum of eighteen months – and that is if you are fortunate. Once you have your referral, you are faced with more waiting to see a specialist in that area. Even privately, waiting lists for hormone replacement therapy are a year long. So, while some of us will be going through hormone therapy or surgery, each time we are asked, it reminds us of the long waiting list ahead and the months to follow where we still don’t feel at home in the body we are in.
How can people help?
One way, is to avoid gendered language
Reflect on the language you are using. Using gendered language such as ‘boys and girls,’ ‘lads’ and ‘ladies and gentlemen’ can be alienating for those who identify as gender non-conforming and gender diverse. Being referred to as ‘miss’, ‘ladies’, or ‘madam’ makes me feel uncomfortable every single time.
To avoid this, use vocabulary such as:
- Everyone
- People
- Folks
These terms are more inclusive and do not focus on someone’s gender or gender identity.
Use chosen names and correct pronouns
A person’s chosen name and pronouns are an important part of their identity. If someone has asked you to use these, ensure you are doing so in order to respect the person’s gender identity, and to ensure that they feel included and valued. Chances are, someone has spent a lot of time thinking about their name, so please use it!
If you’re not sure of someone’s pronouns, ask! I have always really appreciated it when someone has asked me what my pronouns are. It immediately puts me at ease. If you are struggling to remember, have a go at saying their names and chosen pronouns aloud.
For example:
Sam is a trans man, he is using he/him pronouns.
Jamie identifies as non-binary. They use they/them pronouns.
What is a deadname?
A deadname is the name transgender people may use to refer to the name they were given at birth. Some people may refer to it as their birth name. You should not ask what their deadname or birth name is, unless it is for legal or financial reasons. If someone wants to share this with you, they will. If you know someone’s birth name, don’t use it. Use the name that the individual asks you to use.
What if I call the person their birth name or use the wrong pronouns?
People make mistakes all the time. It’s okay! If you happen to do this, apologise and move on. If someone corrects you, say ‘thank you’ and move on. It may take a while to remember if you have known the person a while. The most important thing is to show that you are trying.
What if I’m talking about someone before they transitioned?
Always refer to the person using their chosen name and pronouns unless they tell you otherwise. It is respectful to only use what the person is happy with.
And finally, if there is a question that can be answered by Google, search for it!
I started out thinking I had to be everyone’s guidebook to being transgender. I misplaced nosiness for support and said that I was happy to answer any questions at any time. I have since realised that it is not my duty to educate others; that is something that has to come from them. While I am more than happy to have conversations on being transgender, rights, discrimination and equality, I am not here to help people understand what being transgender means. It is tiring.
If I was to use a metaphor to describe being trans, it would be this:
Being trans is like floating around in a rubber ring in the ocean. You can see everyone else on their islands happily being themselves and being free. No matter how hard you paddle, you can’t get there. You’ve never visited and you don’t know how to. People keep telling you to visit, but you still don’t know how. Accepting you are trans allows you to start building a bridge from your rubber ring to the island. With each step you take to becoming yourself, another part of the bridge is added, until it is finally completed. When people call now, you can then cross the bridge and live on that island. It is then that you feel like you’re home.
The benefits that English second language workers can bring to your workplace
Written by Paul Holcroft
Paul Holcroft is the Managing Director at Croner.
Organisations are actively seeking out, not just multi-talented workers, but also multilingual employees to join their workforce.
Hiring workers who can fluently communicate in more than one language is seen as a huge positive business asset. Employees fluent through ‘lingua franca’ allows you to trade in wider foreign fields and on international scales.
Its significance proves business success goes far beyond just being fluent in English. And through that, more employers are seeing the benefit of recruiting multilingual and ethnically diverse workers.
Read how hiring an ethnically diverse workforce, with a penchant for languages, can prove beneficial for your brand-name and succession.
Understanding the customers’ needs on another level
Your brand-name will be publicly viewed as a workplace which understands the importance of diversity and inclusion. The benefits for this will return to you, through the growth of your clientele field. And the same will occur with your customers’ commitments.
It’s worth taking notes on the new market-realms you can effectively tap into. You’ll be able to appreciate and explore them, through better insight from your multilingual employees. Learning about local customs, rituals, and beliefs can increase customer relations and marketing services.
Stronger customer loyalty and relations
Through diverse workforces, you can bring about great benefits to your customer relations. A stronger rapport means business interaction will run more smoothly and efficiently.
Employees will share lingual mindsets and cultural backgrounds, which means they can establish queries to greater lengths and depths. And their understanding for customer satisfaction and objectives will remain completely exclusive.
Your clients will be left with confidence and appreciation for your tailored services. And with strengthened trust, you can keep confident that their loyalty will transpire into business profit and succession.
In-house translation support
You can effectively utilise employees who are bilingual, multilingual, or polyglots for any business projects that require language-centricity.
They can be used for a wide range of communicative work-tasks, like drafting legal contracts, writing dual-language materials, and international marketing campaigns. You’ll be guaranteed high quality content and easily accessible services.
Different level of talent and skill set
Employees with multilingual capabilities bring a completely different type of skill set to the table. Research by the National Institute of Health found bilingual people were able to switch tasks and process information faster than monolinguals.
It allowed employees to work efficiently within fast-moving work environments. Meaning they’ll adapt effectively to hypergrowth and business expansion; and can handle new and unfamiliar experiences easier than others.
Honing on this talent means workers will more likely remain in your employment. They’ll feel appreciated, valued, and aspire to progress further in their career with you.
Minimising the PR mistakes
Recruiting employees, fluent in the language you’re working in, allows you to expand without a fear for linguist mistakes.
Facing marketing errors and translation issues reflects badly on your business name. When venturing into new markets and cultural demographics, your projects shouldn’t manifest costly business mistakes.
If you do conduct business that extends geography, language, and culture, it’s vital to have an in-depth understanding in that field. And you should understand ways to adapt your values and intentions to succeed in the new market.
The importance of diversity and inclusion in business
Diversity and inclusion often go together – but are two completely different amenities.
You’ll benefit from utilising both strategies to strengthen equal opportunities in your workplace.
A diverse workplace will attract employees from all walks of life. Your business will be recognised as a place of equal opportunities and career progression.
It’s fair to say, not all businesses are able to hire candidates from a wide range of backgrounds and linguistics.
But through taking a proactive approach towards creating a diverse workforce, you’ll be able to attract talent and corporate reputation – all benefiting business prosperity and succession.
What's in a Name?
Written by Malarvilie Krishnasamy
Malarvilie is a seasoned leadership consultant, coach, and trainer with over 20 years of experience in education. As a former history teacher and senior leader, she passionately advocates for coaching as a catalyst for transforming school cultures. Malarvilie offers accredited courses, endorsed by The Institute of Leadership, which develop emotional intelligence and assertive leadership skills. Her reflective and supportive programmes enhance staff morale and well-being, promoting humanity in leadership. A vocal proponent of equity, diversity, and inclusion, she actively engages as an ally through speaking engagements, workshops, and amplifying the work of others. Malarvilie is also deeply committed to promoting Personal, Social, Health, and Economic (PSHE) education, recognising its pivotal role in nurturing well-rounded individuals.
“What’s in a name? That which we call a rose
By any other name would smell as sweet.” Juliet
Do names matter?
According to Shakespeare, not so much.
My name is Malarvilie. It may seem unusual but in India, Malaysia and Sri Lanka amongst the Tamil, Malayalam and Telungu communities (about 200 million people) it’s the equivalent of Sharon or Kate.
In my parents’ culture, the father’s first name is the family surname. My dad’s name was Krishna and his dad’s name was Rajaiyan. When the British closed down their naval base in Singapore, my dad became jobless but was offered a British passport as Britain needed workers. As he had 3 kids he jumped at the chance to work in the ‘motherland’. On his passport, the British added the ‘samy’ to Krishna. They did this often. Ever wondered why there are so many Patels in India? Much like ‘Jones’ for the Welsh and in Ireland, the English changed many names e.g.instead of Tadgh, they’d rename them ‘Tim’.
Malar means flower. Vilie means eyes. It sounded like I looked like an alien when I was born. I’ve clearly grown into my eyes. So they named me Malarvilie which together means a flower in bloom. My husband, Tim rips me to pieces every now and then about it.
When I was born, my dad wanted my grandad’s name added to my birth certificate as it’s an ancient Indian name and he was proud to have a child born in London. But my parents’ English wasn’t great in 1973. So my birth certificate says my name is Malarvilie Krishnasamy Rajaiyan. Even at my dad’s funeral, his name was wrong. When I mentioned it, a family member said ‘Oh he didn’t mind’. Is that the point? I also believe he did mind.
The Ting Tings understood!
In certain cultures they don’t correct you. In the UK there’s an awful habit of changing names to suit the English pallet. Or worse, it’s changed for you. Age 3, my childminder called me Mandy.
I’ve had a range of nicknames over the years:
– Mandy
– Malibu
– Milli Vanilli
– Mallory
My favourites are: ‘Malarvilie Christened-a-Salami’. I also found ‘Malarvilie Ham-bacon-Sarny’ amusing.
Even my parents called me Malar. Apparently by the time they said ‘vilie’, I was already there.
But since 6th form I’ve been Mal.
Teaching
As a teacher, in our first lesson together, I’d tell the kids all the nicknames I’ve had and put on the board Krish/na/sa/my. I’d say I’ve heard all the nicknames as a kid but I couldn’t do anything then, now as a teacher I can hand out detentions! I’d also say I expect them to say my name properly and I will ensure I say their name properly. Some children would say ‘Call me whatever’. But I’d insist they tell me how to say their name.
As a teacher in one school, on my first day I introduced myself to staff as Malarvilie. Within a few hours everyone was calling me Mal, without permission, some without trying, some with a look of panic asking ‘do you have a short version?’ It was disheartening.
Smash the Patriarchy!
We got married in September. I didn’t change my name, as it’s my name. But Tim added Rajaiyan to his name. Our 2 kids have Rajaiyan as their middle names. It means ‘victorious king’. Our eldest is named Taigh Rajaiyan McCullagh, you can see his heritage in his name – Indian Irish. I feel a sense of pride when I see my children’s names in print.
In the last 30 years, no one has called me Malarvilie until now.
I moved to Spain. At passport control in Valencia, the guy looked at my name and said ‘Malarvilie’ I nodded in shock and he asked ‘Is that correct?’ It was perfect. The Spaniards roll their ‘r’s so it’s easy for them. They’re also not afraid of long names. Unfortunately, Mal means’ bad’ or ‘evil’ in Spanish so saying ‘My name is Mal’ would be problematic. So, I introduce myself as Malarvilie. Tim has started calling me Malarvilie too as introducing me as ‘evil’ doesn’t feel right to him.
In Spain, in a funny way I feel more whole and less apologetic for my heritage.
So, what’s in a name? A lot actually.
The Words We Choose, the Words We Use
Written by Chris Richards
MEd in Applied Linguistics and currently works as a Teacher Mentor in Madrid
This year, the blogs I’ve written as part of the #MonthlyWritingChallenge have often explored the etymology of the theme chosen. Language and linguistics is my field and I suppose I am interested in exploring where the words we use come from and how they change.
Although my pedagogical roots lie in a (now demolished) secondary school classroom in Birmingham, I now teach English as a foreign language in Madrid. Appropriacy is a key concept in language teaching. Appropriacy is about ‘whether a word is suitable for the context it is being used in. It is an important aspect of language but an extremely complex one, as decisions about how to say things depend on understanding exactly what is right for the context and the culture’ (British Council). Just knowing the spelling, pronunciation, meaning and morphology (how the word changes according to tense or person) isn’t enough; you need to know the context(s) in which you can use the word. Think about the contexts in which you might use the following range of greetings: ‘Good morning’, ‘Hello’, ‘Hi’, ‘Hey’, ‘Alright?’ and perhaps you use a few more. They’re not interchangeable and this is appropriacy. New speakers of a language have to learn more than the vocabulary and the grammar, they also have to learn when and where and with whom words can be used. What does this mean for native speakers, though? The challenge for us is that like every other aspect of language (spelling, pronunciation, meaning, to name but three), appropriacy is always changing. And we need to keep up. Complaints about language change are commonplace: common across historical time and across languages. “Why can’t we say X anymore?”or “I hate that people say Y now, that word always sounds hateful to me”. Such comments make me think about the story of King Canute commanding that the tide stop. Language change is normal.
Conceptual baggage is another important concept to consider. Conceptual baggage is the associations we have with words and such baggage varies from person to person. As a result, effective communication takes account of these potential associations and when we are speaking formally, or with strangers, we probably avoid potentially problematic, colloquial terms in order to reduce the chance of causing offence. A perfect example is the word “queer”. To some people, it’s an inclusive term that they embrace; for others, especially those who have been on the receiving end of its use as a derogatory term, it retains its power to hurt. The words we choose to use depend on context. Appropriate words in a situation vary across historical time (common words becoming slurs, slurs being reclaimed and embraced) and they vary according to the audience (the words you use with your mum are different to the words you use with your friends, your boss, your students, and so on).
It’s often said that all teachers are teachers of literacy and it follows that all of us are teachers of language. We all have a role to play in showing our students that language is not fixed, but shifting, and its use is contextual. This is not about being Orwellian language police, proscribing terms without explanation. This is about providing an explanation and explaining the importance of context. Take the example of swear words: there are adults who don’t use them, but many do and children hear them being used. Simply telling children that they shouldn’t swear is likely to be ineffective. However, explaining that adults do swear in certain contexts but not in others is more likely to have the desired effect. If we want young people to use language effectively and with empathy, they need to be taught the rules. The rules of appropriacy are as important as spelling and grammar: why one word is considered offensive and why another is considered a more polite and appropriate alternative.
Empowering Our Students - Let’s Start With Their Names
Written by Anu Roy
Anu is a TeachFirst leadership Alumni and digital trustee and teacher committee lead for charities in England and Scotland. She is currently a digital curriculum development manager and works in inclusive education projects incorporating tech.
I remember as a quiet and nervous NQT attending a meeting where myself and other English staff would chat about our incoming Year 7 cohort. As we worked our way through the Excel spreadsheet, a joke started forming where a member of staff referred to a student as ‘Chaka Khan’- alluding to the famous singer who goes by the same name. It felt harmless and I am sure the intention was not to cause embarrassment or mock names, but it felt wrong regardless. I would know. I am sure this happened when I moved from India to Wolverhampton to start Year 7 in a predominantly white school.
I remember all too clearly squirming at the back of a classroom when a teacher confidently made their way through ‘Beth, Laura, Jess, Zoe’ and then the dreaded moment came closer. The teacher paused, squinted at the list with a frown on their face.
‘Ama?
Amu?
Anaaa…’
Now the girls in the room were sniggering. They glanced back at me quickly and I did my best to force a small, to laugh it off even though I felt so humiliated inside. Especially because at that very moment the teacher who could not pronounce
‘Ah-New-Rad-ha’ gave up altogether and said, ‘it’s too much for me. Can we just call you Annie?’.
To have my name, my Bengali name given to me by my grandfather- a name which means ‘goddess of the gods’- reduced so casually to a westernized format that would be comfortable and convenient for my white teacher set the tone for my experience of education that year in Wolverhampton. It made me squirm whenever attendance was taken, it made me hesitant to raise my hand despite being confident about my subject knowledge and eventually-it made me reluctant about going to school. I wanted to feel invisible, to blend into the classroom walls because I was not British enough, I did not feel valuable.
So fast forward 11 years and now I am the teacher. I am supposed to have more knowledge, more acceptance and confidence. However, in that meeting when this student had their name turned into a joke, I felt the same pangs of feeling small, feeling embarrassed on their behalf.
So I spoke up, “it’s actually Shah-kir. Shakir Khan”. This was followed by some nodding, an acknowledgement of the changed atmosphere in the room and we moved on quickly to the next student.
BAME students experience incidents like this every day and this must change. Here are some simple ways for educators to ensure this is avoided:
- Ask them exactly how you would like their name to be pronounced
- If you can, ask them where their name comes from. Many ethnic-minority names have symbolic religious and cultural meanings.
- Do not hesitate to correct colleagues who mispronounce a name in front of you if you are aware of the correct version
Our names are the blueprint of our identity. Let us ensure we honour this for our students.
The Kate Clanchy Memoir: A Red Flag for DEI
Written by Chiaka Amadi
Chiaka has almost 40 years of experience as a teacher and EAL leader at school and local authority level. Her work as an independent consultant and trainer focuses on language acquisition, literacy development and multilingualism.
In August, I read a succession of tweets about attacks on three WoC writers, Chimene Suleyman, Monisha Rajesh and Sunny Singh which alerted me to the controversy around a book ‘What I Taught Kids and What They Taught Me’. https://minamaauthor.com/2021/08/15/a-controversy-i-recently-read/?like_comment=242
The WoC had challenged the racialised and stereotyped language used by its author, Kate Clanchy, to describe her students. Numerous passages were criticised by a range of commentators citing derogatory descriptions of neurodiverse students; of some students’ choice of clothing; of the very carrying of their bodies. The lively discussion of the book on #DiReadsClanchy was then illuminating in helping me to understand the range of concerns concerning the depictions of the students.
What astonished me the most, however, was how such content could have ever been published as the considered writings of a teacher. How did the editors at Picador, Ms Clanchy’s publishers, perceive her writing? How could those critiqued sections of the book not have rung alarm bells during the editing process?
Even if knowledge of the protected characteristics in the Equality Act 2010 didn’t alert editors to the need for sensitivity and respect in relation to Ms Clanchy’s students, a quick read of Part Two of The Teachers Standards should at least have made them ask if its “high standards of ethics and behaviour” were being fulfilled: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007716/Teachers__Standards_2021_update.pdf
Did the editors really believe that the words in front of them truly treated pupils with “dignity” and were “rooted in mutual respect”?
It is the children in the book who flag up that there are different life realities, experiences and perceptions at work. Ms Clanchy acknowledges that they teach her “how white I am” and explains to the reader the way the children encode her “super-empowered” membership of the “world’s ruling class” into the word “English”. Did the editors really not feel the need to explore that dynamic both as it appeared on the page and as it evolved as a conceit throughout the book?
Or did Ms Clanchy avoid this particular lesson by diverting to the fact that she is Scottish? This artful manoeuvre leads to the uncritical acceptance by the editors and subsequently by many readers, of Ms Clanchy’s first person narrative. It centres the perspective of a white, middle-class, well educated, abled person as the default for our interpretation. It invites the reader to peer through that particular lens at the students, and as ‘we’ do so, ‘we’ lap up her observations about them and about social matters. ‘We’ are in danger of objectifying and diminishing any student described who does not fit into that normative default, even as Ms Clanchy thinks she is being positive. This is a red flag for DEI activism.
Picador have announced a re-write of the book to remove any “offensive passages”: https://www.theguardian.com/books/2021/aug/10/kate-clanchy-to-rewrite-memoir-after-criticism-of-racist-and-ableist-tropes. Various idioms come to mind, the most polite involving silk purses and sow’s ears. While Ms Clanchy claimed that listening to recent responses to her work had been “humbling”, her publishers by contrast seemed energised, recruiting “specialist readers” to assist with the re-working.
To express my concern at all this, I recently signed an open letter to the publishers: https://docs.google.com/document/d/1EWl1D-Duw2qiwAWUsRANfo8VcqzDMANJ/edit
Picador have now replied to the 350+ signatories of this letter and you can read and evaluate that response here:
https://drive.google.com/file/d/1e0uNH-ivVWBhXav7VD5yl_1mt5CgyAkz/view?usp=sharing.
Please comment if you wish. The feedback is being collated for return to Picador.
I was also pleased to read an open letter from a group of Ms Clanchy’s former pupils: https://www.thebookseller.com/news/clanchy-students-say-they-did-not-experience-safeguarding-or-consent-issues-1278744. I felt able to infer from their articulate and cogent advocacy on behalf of their teacher that their school experiences had contributed to an understanding what it takes to feel part of a community; of the give and take, the to and fro that is part of learning and teaching. They feel safe and confident. Their personal relationship with their former teacher is intact and strong.
However, we cannot shrug our shoulders and say, ‘all’s well that ends well’. To date, no concrete assurances have been given regarding the future ethical standards we can expect from Picador in relation to non-fiction writing about children. The issue is not about the affection or regard that any individuals might hold for others, but the wider debate around representation, ethics, literature and publishing.
As teachers, safeguarding children sits at the heart of our role. All stakeholders in education must ensure that our work does not reinforce stereotypical and clichéd views of children. The whole episode serves as a timely reminder of the need for each of us, in our own contexts to reflect on exactly what our gaze encapsulates. We must consider how our conversations and interactions with, and about children, respect their individuality and humanity. Our words can become wider, more permanent representations of them. We must endeavour to do no harm.