Representation

As Educators, What Do We Owe to Our Children?

Written by Rosie Peters

Rosie Peters has been in education for over 20 years and is currently working as a Co-Head of School. She is passionate about improving children’s life chances and strongly believes in the power of mentoring and representation.

As educators, what do we owe to our children? Surely it should be an education where each and every child feels represented within the education system and the curriculum.

An early-years setting that says welcome, I hear you and I see you, instantly communicates to the child that they belong. In turn the child recognises and sees familiarity within the physical environment, the faces they encounter, the words that they hear.

For a child that has little English, a simple hello in their first language can make a world of difference. Books opened and read aloud, bridge reality with the imaginary with ease because someone has taken the time to check there is true representation of the children entrusted to them as they embark on what should be a wonderful adventure of education, full of excitement and discovery.

We want all our young people, regardless of colour, class religion, gender or ability to experience a shaping of belonging and identity that is positive, clear and authentic. We are responsible for shaping their views and attitudes of self and others.

Pupils should be made aware of the true contributions made by their ancestors and the ancestors of their diverse peers.

Starting with a Primary History curriculum that gives the full story by bringing back the erased and forgotten: the Aurelian Moors who were Roman soldiers based in Britain; the Ivory Bangled Lady; Septimius Severus a Roman Emperor. ‘We can be certain that people from Africa lived here more than 1,700 years ago.’ (Black and British, a Short Essential History; David Olusoga 2020.)

In history wonderful websites such as ‘Another History is Possible’ or ‘Meanwhile Elsewhere’, gives insight to other equally important global events that took place at the same time as the eras covered in the national curriculum.

A curriculum that allows different perspectives to be taught – from the point of view of, for example, race, gender, class, religion, disability and age, would give a strong message that diversity is not only accepted but essential.

A curriculum that develops and champions critical thinkers who are able to question, to ask why, is essential. Why, for example, during the VE Day celebrations in the summer of 2020 Black and Asians soldiers were barely mentioned. Why, in certain professions, there is little or no representation from non-white communities.

Let’s empower young people by ensuring that the curriculum and experiences they encounter are reflected through the role models we choose, the places we focus on and the cultural connections we celebrate. There is no subject in which diversity and inclusion cannot be embedded and made the norm. With a bit of time and effort it is amazing what can be achieved.

Educators need to be supported and provided with CPD to enable them to become ‘racially literate’ and able to talk openly about racism; in other, words not shy away from uncomfortable discussions. They need to be aware that terminology is forever changing and that it is better to ask someone what they prefer to be called: Black, Black British, Black Caribbean, Roma or Romani … rather than avoid it.

Teachers that go all out to make sure that someone’s name is pronounced correctly show children that their name is important; it is part of their history and culture. ‘It is not the first mispronunciation that stays with the student, it is the failure to learn how the name is pronounced and then the continued incorrect pronunciation on the second, third, fourth attempt. The unfortunate consequence, witnessed first-hand, is that students with names from different backgrounds start to hide their names. Their pride in their own heritage is eroded. (Diversity in School, Bennie Kara 2021)

We all have the responsibility to engineer change. Lack of knowledge of different people causes a lack of trust, fear, conflict and animosity. Educators need to be instrumental in changing society in a meaningful way.

The pandemic has highlighted the inequalities that exist in our society and the mistrust that some communities have in our institutions such as the justice system, the police and the medical profession. This is built on decades of negative experiences and unfair treatment endured by marginalised communities. One only has to look at key data sighted in the Office of National Statistics 2017/18:

Fifty-five percent of Black Caribbean pupils achieved the expected standard in reading, writing & maths (The lowest percentage out of all ethnic groups after White Irish Traveller and Gypsy Roma pupils.)
Three times more likely to be permanently excluded than their white peers.
Forty-five percent of Black Caribbean live in rented social housing, compared with 16% White British (2016/17)
Black Caribbean women are five times more likely to die in childbirth than their British counterparts.

This lack of trust can have a devastating impact on minority groups. A prime example can be seen in the low rate of uptake for the COVID-19 vaccine amongst the Black and Asian communities. This surely has to change.

We need to come together and work for the common good. It should not be the responsibility of one community, usually the community being most affected. It has to be the responsibility of everyone; the majority: white allies, working alongside the minority.

Wouldn’t it be wonderful to produce children who have a full sense of belonging; knowing where they have come from and where they are going and, in equal measure, hold the same knowledge of their diverse peers.

Imagine if this were the reality, there would be less racism, prejudice, unconscious bias and the inequalities we see today.

Agency would be for all and not the chosen.

The decision makers of tomorrow would mirror the richness of society’s diversity and therefore decisions on a local and global scale would recognise and address inequality and bring equity where required.

Some educators have already started this journey; a journey we should all embrace in order to bring into being a more equal society for our children, the leaders of tomorrow.

The green shoots of change can already be seen. Let’s hope they fully blossom.

Teaching is a great profession especially when we recognise that education is a powerful vehicle for creating better human beings.

Claim the Room

Written by Annemarie Williams

Executive Head Teacher of Humberstone Infant Academy and Humberstone Junior Academy, where she has been Headteacher / Executive Head Teacher for 12 years.

I’m going to start this with a disclaimer. Because I feel like right now there is a lot of highly expressed emotions and publicity around the issues I’m writing about. Many people will have an opinion and this is mine.

Last weekend I was proud to be part of the online celebrations for International Women’s Day – last night I lit a candle for the horrific crimes against Sarah Everard and cried. I woke up to some of the most distressing and brutal photographs from the vigil that was held in her name. In between this, I watched a woman admit to an international TV audience that she felt so overwhelmed by her treatment in the media and by an institution, that she had thought about taking her own life. I have spoken to friends, family, colleagues and the overwhelming feelings are the same. Women are expressing their sadness and anger and the sense of powerlessness that they have felt in so many of these situations. The lack of power in preventing crimes like these, the lack of power in challenging the institutions responsible and the lack of power in affecting meaningful change.

I’m a mother, a daughter, a niece, an auntie, a best friend, a leader and proud to have been a regional leader within the #WomenEd community for 5 years. I’ve spoken to women of all ages and stages in life and each and everyone of them has a story about being followed home in the dark, shouted at in the street, groped in nightclubs, patronised and interrupted at work and called names on social media because of their body shape. It is heartbreaking.

I do not attempt to speak for all women but it seems to me that many women who were taught to take a seat at the table…now realise that they will always be sitting on the chair with shorter legs because equality and equity are not the same thing. It’s not enough to have a seat at the table if you don’t feel that your voice is heard. And really to be genuinely listened to and heard is what many women are asking for. In their statements for the media today, the spokesperson for Reclaim the Streets spoke repeatedly about women wanting to be heard and about the need for constructive discussion and dialogue.

Brene Brown speaks of the difference between “power over” and “power with” and this is the bones of what many women experience on a daily basis. “Power with” can only happen if the people at the table acknowledge their position of privilege and actively and deliberately seek to change the status quo. In this case that means men doing more to address the issues at hand here. In my life I am fortunate to have some truly wonderful, brilliant, enlightened and courageous men who have absolutely and sensitively tried to conduct themselves like the brothers and allies women need. But there still feels like there is more to do. I know that these are the men who would intervene in the case of a woman being harassed in the street, or call out an inappropriate joke in the office or challenge the use of sexist language in the locker room. But there’s more subtle forces at work than this. It’s more than calling out bad behaviour – we need men to actively demand better behaviour and not because they are husbands, fathers and brothers, but because it is the right thing to do if we believe in a fair and equal society.

This is challenging and requires an active and deliberate awareness. It is almost asking too much – to feel the day to day experience of being a woman. The theme for International Women’s Day this year is #choosetochallenge. Women all over the world are providing that challenge but it is not enough if men do not do the same. So what could this proactive stance look and sound like?

Questioning the diversity of a panel that you are asked to speak on
Asking what the diversity and inclusion policy is where you work
Offering to give up your space at an event for someone who would benefit from the opportunity
Initiating open conversations with women about their experiences of everyday sexism and being prepared for the fact that this might feel uncomfortable
Insisting that recruitment is transparent and that there are no secret backdoors to get that seat at the table
Providing opportunities for women to have open discussion, forum groups and other ways of giving anonymous feedback

If we want things to change then there needs to be an acknowledgement that this is an active and proactive process and if you are not willing to help find the solution, then you are probably part of the problem.

Culture Vs Performance Scrutiny? Which is most important for a governing board to get right to fulfil its strategic role on race?

Written by Dominic Judge

Director of Governance Programmes at Inspiring Governance

The recent Diverse Educators series on Diverse Governance has got me thinking. The recurring theme is that developing the right culture in your governing board is the most critical step to getting equality and diversity right in your school. If you like… ‘culture eats strategy for breakfast’. But are there other ways of tackling racial inequality?

I’ve been a continuously serving governor for the last 15 years in a variety of school and catchment contexts. I’ve also been a Diversity Training Manager in the police after the tragic murder of Stephen Lawrence and worked at the National College for Teaching and Leadership, not least leading a range of work to diversify senior school leadership.

From what I’ve seen in all these contexts, culture is critical in successfully addressing racial inequality. A culture of leadership, personal commitment, brave discussion and a collective willing of boards and decision makers to educate and self-examine themselves in order to move forward.

However, my experience has shown me that it is also about fundamentally ensuring race equality is elevated front and centre of organisational performance too. This means that race equality is on agendas, data is sought and scrutinised, actions are taken (and funded), and outcomes/ performance are scrutinised and challenged as forensically as any other element of performance. A good culture means this is easier to do but it can be done as the right culture is being developed.

In one of my roles I remember taking on a major programme to develop a pipeline of headteachers. One of this programme’s sub projects (the ‘diversity project’) was unfunded and described to me as an ‘influencing project’. Not surprisingly it was not under the same level of scrutiny as the others and consequently not achieving as much as them.

This is exactly my point; we won’t make the progress we need to without the high scrutiny and funding of action that goes along with other areas of organisational/ school performance. Within months I ensured it was six-figure funded and scrutinised for its’ performance and progress by the overseeing programme governance board as keenly (if not more) as any other project we were undertaking.

So, if tackling race inequality in schools is to be scrutinised as forensically as any other area of school performance, what are some of the questions governing boards need to be asking themselves?…

7 main areas to consider:

Pupil achievement/ attainment – Does the governing board regularly interrogate the school’s attainment data against ethnic category data. Are there markedly different SATs/ GCSE/ A-Level outcomes for different student groups? Why is this? What are we doing about it? How is the current Covid exam grading approach playing out across our diverse students?
Racism – My own experience of governance tells me that reported racist incidents to governing boards are very low, but a TES pupil survey last spring reported a third of pupils had seen/ heard racism in their school. So, behind the monitoring of RIs, how are governors assuring themselves that their school is tackling racism and educating students about it? Do all their students feel included, protected, and supported to achieve their academic best?
Exclusions and behaviour The Timpson Review rightly shone the spotlight on pupil exclusions and if you have ever sat on an exclusion panel you will know the magnitude of the decision you are being asked to make. But as a collective board, governors need to monitor exclusions (and for that matter general behaviour sanctions) by ethnic category data – what is the pattern showing? how do they have safeguards/ checks and balances in place to understand and counter any uneven outcomes?
School workforce data and approaches – Are governing boards reviewing their own composition? Are they reviewing the make-up of their SLT, their teaching staff, their ancillary staff? This is not advocating a call for positive discrimination but ensuring that the governing board is asking questions about the strategic approach to recruitment and development in the school.
Broad and balanced curriculum – Governing boards have a strategic role to ensure the school is delivering a broad and balanced curriculum. So, are governors confident the school is offering a balanced curriculum, relatable and accessible to all students from all backgrounds? If an academy, how are they ensuring their curriculum freedoms motivate all pupil groups in the school?
Policies (e.g. uniform) – How are maintained governing boards and trusts reviewing and signing off policies? Are these policies unwittingly leading to indirect discrimination in their outcomes and unevenly associated disciplinary action because of these – e.g. Black hairstyles
Destination data – Governors of secondary schools should be strategically scrutinising the destination data from their schools. Where are their students from different race and ethnic backgrounds going after they leave school? What does the data say on those progressing to further or higher education, employment, what does our NEET data tell us?

Good schools and governing boards will already do much of the above and more. They will have developed their culture and have clarity for the school’s vision and ethos on race. But if some schools are working hard to develop their culture then it’s helpful to remember that part of the governing boards’ strategic role on race is to hold the school executive to account for the educational performance of all its pupils. For success and change, culture and performance scrutiny need to go hand in hand.

When You’re Accustomed to Privilege, Equality Feels Like Oppression

Written by Wayne Reid

Professional Officer & Social Worker

Black History Month has passed but we must not stop ringing the alarm on racism in social work.

The level of inaction from many within the profession’s establishment is both deafening and revealing. To quote US novelist and activist James Baldwin: “I can’t believe what you say, because I see what you [don’t] do.”

Being ‘let in’

I write this article from both personal and professional perspectives. I do not speak on behalf of all Black and ethnic minority people or social workers as we are not a homogenous group. Also, I refuse to be the tokenistic ‘Black voice’ of BASW. I’m one of many Black voices in the profession. I realise that I’ve been ‘let in’ (to some extent) to express my views because, to quote Black historian and TV presenter David Olusoga, I “won’t scare the horses”: I am supposedly well-spoken and middle-class or so I’ve been told.

For the record, I’m not aspiring to be a ‘nice guy’ when it comes to combating oppressive regimes and systems. ‘Niceness’ is often weaponised against people of colour. My motivation is not for career ambition or financial gain. It’s for the cause, not applause – and the cause is Black Lives Matter.

My narrative is based on my lived experiences and those of other people who are routinely judged on the basis of their skin colour.

Minimisation Street

The prevalence of anti-black racism and the stealthy manoeuvres to gloss over our contributions and downplay our legacies is discombobulating. Some of us learn to live with the burden of our exposure in white spaces, even though it punctuates the rhythm of our everyday lives, and some do not.

Most Black and ethnic minority people recognise early on that we are forced to try harder and tolerate multi-layered oppression for our endeavours and to be recognised. This is evidenced by the tiny number of Black people honoured with a statue or trophy name; the groundswell of racism aimed at Marcus Rashford for campaigning to provide meals for disadvantaged children and the avalanche of complaints and relentless racism targeted at Ashley Banjo for leading a BLM-themed dance.

Interestingly, some people have likened Black actor John Boyega being cut out of the Chinese launch of a perfume advert to a photo tweeted from a Guardian Social Care Lives 2020 event in which I was cut out as a panelist.

People must make their own minds up about any similarities. The reality is the list of minimisations and omissions (accidental or otherwise) for me and other Black people is endless and normalised.

Critics argue that politics is for politicians and Rashford should ‘stick to football’ and Banjo should ‘stick to dancing’. These modern-day revolutionaries are accused of ‘playing the race card’ by some. Reducing our life experiences to a game of cards serves only to undermine the importance of what we say.

This minimisation strategy disturbingly correlates with attempts to de-politicise social work policy, practice and education. Have social workers been ‘dumbed-down’ to simply become agents of the state? This debate has continued for decades to a point where social workers are now regarded by some as agents of social control. Being politically and socially aware is essential to promote social work values and ethics – otherwise, surely, we are just automated robots.

To quote Black activist Guilaine Kinouani: “Any attempt at portraying [social work] (or any scholarly discipline) as an apolitical, decontexualisable and ‘neutral’ field of knowledge production which can operate outside of the realm of politics and ideology is not only ill-informed, it is naïve.”

Does the automation of tasks that social work has become in some places stifle this type of critical and free thinking? I’d argue it does and that there has been a silent (but deliberate) shift to devoid social workers of their political nous and social activism.

I’m not talking party politics here, but all the local and national activities through which people make, preserve and amend the written and unwritten rules under which we all live. The activities associated with making decisions for groups, power relations between individuals and the distribution of resources or elevated status by central government.

From this perspective, politics is inextricably linked to the phenomena of conflict, cooperation, fairness, social justice and human rights.

It’s a bad state of affairs when those in power use the media to corrupt our societal world view, so that to be ‘woke’ or to ‘do-good’ is considered something to sneer at. Accusations of ‘virtue signalling’ and ‘victimhood’ do not evoke compassion or humanity, but provide an insightful measure of their sensibilities.

For those politicians of colour who deny ‘white privilege’ and denounce critical race theory, ‘Skin folk ain’t always kinfolk’ is an apt mantra from my upbringing.

Nowadays, I take the view that some white wolves exist in Black sheep’s clothing. Let’s be clear, these people are cleverly disguised gatekeepers and handlers. White supremacy is often more palatable when it is communicated by people from Black and ethnic minority backgrounds. Of course, the incentives of money and power are enough to seduce most human beings regardless of their ethnic background.

I’m Black all year round not just for one month

Black History Month (BHM) is not really a celebration of Black history. It’s more a filtered window of remembrance to pacify us. If those in power were serious about Black history, they would integrate it into all aspects of mainstream education.

There is a very real danger of BHM, the BLM movement and anti-racism all being caricatured and side-tracked by the insidious multi-dimensional forces that exist to suffocate them. Namely, different manifestations of white supremacy and institutional ‘whiteness’.

This is why we have ‘bigger fish to fry’ than Rule Britannia or whether Adele should have her hair in Bantu knots! Examples of this suffocation in social work include: racial harassment, gaslighting, and marginalisation. When white people attempt to police the dialogue and language of Black and ethnic minority people (based on what they view as palatable), this is how the ‘psychosis of whiteness‘ is socialised and teaches perceived entitlement and superiority over Black people. An example of this can be seen in the responses to rap music and Black culture.

Also, there are attempts to derail, discredit and devalue Black lives through social media, including through auto-generated ‘bots’ which is deeply sinister. The mission to educate, equip and empower hearts and minds on anti-racism has never felt more urgent in my lifetime.

The mainstream media and politicians think BLM is old news. However, since the resurgence of the BLM movement, BASW has been at the forefront of anti-racist social work activism. BASW England has championed anti-racism in social work on a scale unrivalled by any other organisation in the profession.

As an organisation, we also realise that we are not immune to the perils of white supremacy and institutional ‘whiteness’. However, BASW has shown a willingness to address and tackle these issues internally and in the profession more broadly.

Cringe position statements, feeble blogs and noteworthy silences

Since my last article in Community Care on promoting anti-racism in social work, there have been some decent position statements from some organisations and prominent social workers. However, there have also been some cringe statements, some nauseatingly feeble blogs and some noteworthy silences.

Unfortunately, there remains a scarcity of cast-iron and explicit actions and/or commitments to anti-racism. Lightweight placatory comments like: “we are against racism and oppression in all its forms” is just not good enough anymore. Also, shamelessly flogging a blog from the only non-white staff member is a glaring attempt to tokenise the issues at hand. This is semi-skilful subterfuge to avoid addressing the real-life cause and effects of racism in social work.

What message does this really convey? Far from transformative, this approach is performative allyship or lacklustre window dressing at best. You know it, I know it – we all know it.

To quote Kinouani again: “When organisations perform anti-racism, it does not take long for the mask to fall… When performative committees are formed, they soon give themselves away. Justice is actually hard to fool.” Less fakery and more authenticity please.

Here is a reminder of the three typical organisational responses to racism that you might want to cross-reference with the white identities table by social work academic Gurnam Singh. How does your organisation match up?

Keep silent, keep things the same and hope all this Black Lives Matter (BLM) ‘stuff’ just blows over. This kind of inaction and paralysis of fear correlates with and reinforces perceptions of ‘white fragility’, ‘white privilege’ and white supremacy for some Black people. Such an organisational response usually commends staff for being resilient and deflects attention away from the essential redesign of systems that routinely make people suffer.

Publish lukewarm organisational statements that recycle and regurgitate previous rhetoric on workforce unity with predictable (and borderline offensive) platitudes – often proposing only superficial changes. For example, publishing a sympathetic, but non-committal brief statement; possibly delegating responsibilities to an already overworked equalities officer or proposing minor changes to already vague policies and procedures on ‘valuing diversity’ with little or no accountability. Approaches at this level are usually well-intended, but tokenistic and overlook the nuanced obstacles and pitfalls Black people face every day. Unfortunately, this response is common.

Publish an authentic anti-racism action plan, outlining significant reforms that commit to specific, measurable, achievable and realistic targets (suggestions below). Examples include publishing a strong mission or position statement condemning George Floyd’s murder and racism in all its forms and committing to the British Association of Social Workers’ code of ethics, anti-oppressive, anti-discriminatory and anti-racist practice. This approach interlinks with the Anti-racist Commitment Framework. It sees white allies fully involved in challenging, deconstructing and dismantling racist systems in solidarity with Black people.

It is fantastic that Brighton & Hove Council are recruiting a lead practitioner for anti-racist practice on a permanent contract. My hope is that other social work employers will follow suit. At BASW England, we hope to work with employers to promote these types of innovations.

Equally fabulous news is that De Montfort University have developed a fully-funded PhD Studentship on BLM, which seems like a pioneering opportunity. Also, the progress being made on Frontline’s Racial Diversity & Inclusion Action Plan is encouraging. Social work organisations must build on this impetus and swiftly (and proactively) embed anti-racist strategies into how they operate.

BASW England are pleased to be working in partnership with the chief social workers for adults and various cross-sector stakeholders in developing the Workforce Racial Equality Standards for Social Care (WRES). The aspirations for the standards and interest from local authorities is promising. At this juncture, I’m unaware of any national provisions in the pipeline specifically for children’s services.

Dr Muna Abdi, a leading anti-racism educator, says: “The work of anti-racism is to fight racism wherever you see it… even in yourself. The struggle cannot be found in the pages of a book. You can’t read yourself into activism. Sooner or later, you’ll have to make a choice… Do what is safe or do what is right.”

I will continue with my own activism. If my contributions remain that of a muzzled, side-lined agitator, on the fringes, throwing rocks at the throne – then I’ll just continue to be authentic and stay true to myself.

I do not want to appear ungrateful, but I can live without the acclaim, the ‘likes’, ‘retweets’, plaudits etc. I want revolution! So, brothers, sisters and allies – if you know your herstory, if the ancestral spirits live within you, if you know right from wrong – then now is the time to show and prove yourself. What have you done to enforce anti-racism and promote Black liberation lately?

Let’s not forget the saying, “when you’re accustomed to privilege, equality feels like oppression”. The only real enemy of progress is ignorance and ‘wilful blindness’.

‘One world, one race… the human race!’

[This article was originally published by Professional Social Work magazine on 11/12/2020:https://www.basw.co.uk/resources/psw-magazine/psw-online/%E2%80%98when-you%E2%80%99re-accustomed-privilege-equality-feels-oppression%E2%80%99]

We #ChoosetoChallenge

Written by The MTPT Project

The UK’s only charity for parent teachers, with a particular focus on the parental leave and return to work period.

Mothers’ Day always falls conveniently close to International Women’s Day and this year’s theme, #ChoosetoChallenge provides the perfect opportunity for The MTPT Project to showcase all the ways that our community members have challenged limiting stereotypes associated with parenthood.

Does a woman ‘leave before she leaves’, as so well explored in Sheryl Sandberg’s Lean In? Not, according to Madeleine Fresko-Brown, North London and Jewish Teachers’ Advocate for The MTPT Project. Madeleine interviewed, very obviously eight months pregnant, for her first SLT position before the birth of her first daughter, and has since stepped in and out of her role over a second maternity leave, building and sustaining effective models to secure the best leadership for her colleagues and students.

Does a woman lose all ambition when she becomes a mother? Not, according to Nadine Bernard, Head Teacher of Van Gogh Primary School, committed to coaching and mentoring aspiring principals and speaking up on the topic of exclusions and BAME leadership. Nadine returned from her third maternity leave this year and her social media accounts are an inspiring showcase of balance of personal and professional ambition.

Are all women natural, fertile earth mothers who sneeze and become pregnant? Not, as championed by The MTPT Project’s Fertility Advocate, Nicola Mooney, who speaks openly about her IVF journey, the practical logistics of trying for a family, and the ways in which schools can support teachers through this process. Or Adoption Advocate, Alex Mason who speaks candidly and confidently about adopting and her experiences of adoption leave as a parent-teacher.

Do all mothers require part-time hours in order to balance their personal and professional commitments? Not, according to Naomi Shenton, Ipswich Regional Representative for The MTPT Project who works full time as an Assistant Head Teacher, authoring chapters for the second #WomenEd book, Being 10% Braver and championing family-friendly practices in her school.

Equally, does the need to work flexibly in order to be present for our children indicate a lack of commitment or ability to fulfil leadership roles? Not, according to Liz Robinson and Nicola Noble who, for years, courageously provided an avant-garde model for co-headship, unashamedly pursuing fulfilment as school leaders and mothers, way before the recent positive trend towards flexible working.

Are all mothers the full time care-givers? Not, according to Jenny Webb, Trustee for The MTPT Project, Assistant Head Teacher, CPD provider and author of three edu-texts who regularly explains the teamwork between her and her husband who acts as the main caregiver around his own career in the arts industry.

Is our current model of parental leave inclusive and empowering of all parents? Not, according to Iesha Small only entitled to paternity leave as a Maths teacher when her wife gave birth to all three of their children, or Chris Reddy, who surprised his colleagues when he took five weeks paternity leave to be present in the early days of his sons’ lives.

At The MTPT Project, we #ChoosetoChallenge the assumptions and biases that society still attaches to the role of motherhood and parenting so that our teachers are not limited by oppressive stereotypes and disempowering systems. Instead, we encourage teachers to make choices that work for them and their families, and celebrate their successes – both at home and in the classroom.

To make change, we must learn to listen

Written by Donna Burkert

Primary school teacher living and working in Essex.

There is an inherent danger in judging others before we know them, in excluding before understanding, in condemning before listening, and yet it happens all the time.

It wasn’t until the Laurence Fox scandal hit the headlines that I really became aware of the title ‘white privilege’. A title that Toria Bono recently discussed in her podcast ‘Tiny Voice Talks’ when talking with Shuaib Khan. A title, that like Toria, I have to own.

I am white privileged and I have realised this means that, although I try to use diversity, equity and inclusion in all that I do, I may not always be truly aware of the wider picture.

It is only through listening to experiences and questioning my own actions that I can begin to understand how to become more diverse, more inclusive, to bring more equity to my classroom and the way I conduct my life.

It was whilst attending a #BrewEdEssex event in June 2019 that I heard Pran Patel speak. Pran was talking about descriptions, judgement and social equity in a way that I had never considered before. He addressed bias, privilege and the damages of the ethno-centric curricula. His words made me stop and reassess what I was teaching in my class.

Pran talked about the need for children to see role models of their own culture, background or religion and so I set about ensuring that I had examples from across the world, throughout history and today, to represent the broad spectrum of difference within my own class, the impact was immeasurable. It opened up discussions between children who were now questioning moments in history that had specific impact on their lives today.

It was whilst listening to podcasts of Desert Island Discs that I was given a tiny insight into the lives of Bernadine Evaristo, Professor of Creative Writing at Brunel University and Booker Prize winner for her novel: Girl, Woman, Other; and Baroness Floella Benjamin DBE – A Trinidadian-British broadcaster, writer and politician, that I learned of the struggles that they and their parents faced, the lack of equity, the lack of inclusion felt.

Sue Perkins: An hour or so with David Harewood – the first black actor to play Othello at the National Theatre and David Tennant does a podcast with George Takei – Star Trek icon, similarly opened my eyes to the struggles so often felt by others that I was simply not aware of.

I reflect back to the focus of Toria Bono in her podcast with Shuaib Khan where she accepts the title of ‘white privilege’ with the acknowledgement that she cannot change that this is what she is, but that we can develop our understanding with the constant need to question and push for diversity, equity and inclusion. That by continuing to have conversations with a broad range of people we can all gain a better understanding of others that will influence our decisions and actions.

The conversations I have with my own three sons about the effects of sexism in order for them to have some understanding of the barriers often faced by women are as important as the discussions I have with the children in my class about their own struggles, my colleagues and the wider communities that I am part of through Twitter and other forums. I am aware that I need to have continued discussions with a broad spectrum of people, beyond my immediate circle, to ensure that I am being as diverse and inclusive as I can be.

I need to accept that I may not always term my questions correctly but that the only way to learn about the constraints that restrict me, and others, is to ask the questions; and to break down the barriers that hold us back from being truly diverse within our own practice.

It is only through widening our circle, through talking and really hearing what others’ are saying, in taking action where needed, that we will truly begin to move forward.

Say My Name

Written by Raisa Shaikh

English Teacher, Head of Key Stage Five English, Diversity and Inclusion Co-Chair

Despite it being an absolute classic (tune…banger…whatever else my students call it), this isn’t a piece about the Destiny’s Child song.

It’s about how your name is the gateway to your identity. Think about it.

Your name is the first thing you reveal to complete strangers in any scenario. Not only that, but it brings with it many layers including your heritage, family history, language and meaning.

To learn a person’s name is to acknowledge and engage with who they are at the most basic level, with the hope of forging a strong, meaningful relationship as time goes on. I believe the exact same ethos applies within education whether it be fellow staff or students.

However, pre-Covid I was reminded that this is not always the case.

This reminder came in the form of being put on last-minute cover (the joys) for a Year Nine English class. Once the students had settled in the classroom and were reading in silence, I began taking the register and read the name “Adua” out loud. The serene silence was broken by a flurry of hushed whispering amongst the students and after asking what the matter was, a boy raised his hand and said to me:

“It’s nothing bad Ma’am, just that it’s the first time someone’s gotten Adua’s name right”.

He was seated next to Adua, who smiled at me in a way that read “Thank you, but can we also all stop looking at me right now”. I didn’t linger on it for much longer and mentioned to her that I’m glad I’d gotten it right, but it did make me think:

They’re in Year Nine, is this really the first time someone’s said her name correctly?
Do others ask her before-hand how to pronounce her name?
Would she or any other student feel confident correcting a mispronunciation?
What’s the right way to even tell someone that they’ve mispronounced your name?

A similar thing occurred when I found out that I’d been saying the names of one of my Year Eleven students incorrectly for a while without even realising. When I apologised to them, they said with a very dejected tone that it ‘didn’t matter’ and that I could ‘call them whatever’ I wanted because ‘nobody gets it right anyways so it’s just easier’.

Strangely, my attempt to comfort them came out as a loud “NO!”, followed by a rapid explanation in response to their raised eyebrows that names are important and that teachers need to get the basics right with their students. Upon further reflection, I also began thinking about growing up with my own name as a student and throughout my teaching career so far. From having a co-worker tell me that “Ray” would be much easier for them to say, to a university professor combining my name with a classmate’s name and addressing us both with that ‘new’ name multiple times, I realised that the gateway to my identity had not always been acknowledged.

So why didn’t I say anything?

In the past when I tried to correct people’s mispronunciations or misspellings, I would be met with a barrage of laughter followed with the all-too-familiar “It’s just a joke”, “Take a bit of banter”, “Stop being prissy” or was just ignored altogether. It became incredibly hard to say something only to be met with dismissal or the feeling that you were being the difficult, awkward one by drawing attention to yourself instead of just “getting on with it”.

This is not to say that those who repeatedly mispronounced or misspelled my name were automatically racist. Rather they displayed a sense of laziness, ignorance and a profound unwillingness to accept that their actions made another person feel devalued and invisible simply because it was not their “intention”. However, with the discussions and actions that are taking place amid the global outcry against injustice last year it is clear that a person’s intention does not automatically equal exoneration. There is no excuse anymore.

Sometimes as teachers we forget how much power we actually have in the classroom and that our words and actions carry permanence. When it comes to pronouncing and spelling names of our students there is nothing wrong with taking the time to ask. Instead, it provides students with the agency to establish communication and assert their individuality from the outset.

The exact same can be said of the workplace. Staff members deserve agency just as our students do and we can all afford to take that extra two minutes to make sure we get it right. Nobody should have their name morphed into something else by someone else and then be made to feel as though they have to capitulate to that person’s ignorance (regardless of intent), in order to avoid being labelled “difficult”.

Your name is the gateway to your identity.

Own it.

Say it.

Reflections on My First Term as D&I Lead

Written by Jami Edwards-Clarke

Director of D&I at Hurstpierpoint College, Housemistress and PE Teacher

As I sit and reflect on my journey so far as Director of D&I at Hurst, I am overwhelmed with positivity, hope and joy. What has been achieved since March 2020, is something Hurst’s community should be extremely proud of. Every initiative has been fantastic and that’s down to our pupil platform. They have been the engine throughout this journey and the work they have put in to ensuring its success, is phenomenal. It’s evident that there has been a visible amount of real, meaningful and immensely valuable progress and I am so proud of what has been achieved.

Upon returning to the college in September, the platform began arranging our first big event: Black History Month in October. As curricula still all too often erases Black existence and achievements in history, we wanted to encourage students to engage with this annual celebration as a starting point for learning outside the curriculum. We put up posters just about everywhere and kicked each week off with an email full of resources like books and films which could help students learn about Black history.

The next date on our agenda was the UN Disability week in December, with the theme ‘not all disabilities are visible’. Students often receive little education about disability and how to treat people with disabilities. We started to change that, with daily emails containing videos or articles that we hoped would broaden people’s understanding of disability. A shout out to Luke Morris and Mrs Naumann for heading this up, the work you put into making this a success was superb.

As well as celebrating such events, Hurst pupils have been inspired by several speakers. Outside speakers include polymath Sophie Cook, the first transgender woman to work in football’s Premier League; Abdi Omar, a motivational speaker and Youtuber who lives with cerebral palsy; and Siya Twani, who was imprisoned for speaking out against injustice in South Africa – to name but a few. Additionally, members of the D & I group have delivered assemblies to the Shell and Fifth form on the aspects of Diversity & Inclusion that the platform hopes to promote across the college. The D & I group also created a PowerPoint slideshow, like the assemblies, to be presented to Year 7 & 8 by the D & I pupil ambassadors in the Prep School – who’re equally as keen and motivated to enact change in the college as those in the senior school.

We have not been deterred by lockdown either, with Teams Q&A sessions with figures like Harry Hitchens, an ex-Hurst pupil who is now a key figure in the fight to Ban Conversion Therapy in the UK, and Devin Ibanez, a USA rugby player who is openly gay despite the stigma which remains in the sport. In fact, one advantage of online talks has been that parents can tune in too: 57 families watched Jude Guiatamacchi’s talk on their experiences as a non-binary model and campaigner. These thought-provoking talks have been incredibly valuable in giving students, parents and staff an authentic and ‘real life’ perspective on such important topics.

D& I’s weekly Friday lunchtime meetings continued remotely and have also provided the opportunity for more talks – this time by teachers within the school. Highlights include Miss Cave and Miss McNeill’s talk on mental health, and Mr Cuerden’s frank discussion of his experiences at the time of the HIV/AIDS pandemic. Additionally, Mrs Watson-Saunders delivered a powerful speech during the staff inset on her experience of being a person of colour in the UK. This teacher engagement with D&I is incredibly exciting – HoDs have been encouraged to reflect on their department’s curriculum to make it more inclusive; the History department have done a talk reflecting on Black London, hosted by Olly Ayres, the Drama department is planning to put together an LGBTQ+ themed monologue and the Art department have had a Black Lives Matter focus; a sign of change across all levels of the school.

D & I have also been looking for ways to engage not only pupils but also parents. That’s why we have teamed up with Hurst’s Climate Awareness Group to create the Engage for Change newsletter, a monthly newsletter, sent to all Hurst pupils and parents. It contains articles written on a broad range of issues, from pollution to body positivity – all written by Hurst pupils from Shell to UVIth under the direction of Ms Lewis, Mr Jordan and Mrs Edwards-Clarke. The newsletter includes think pieces, advice, and interviews with pupils, staff and parents. Look out for the third volume in your inbox next month!

The READI group (Rainbow Education Alliance of Diverse Identities / Individuals), a subsection of D & I, also began meeting during a Monday lunchtime towards the end of the second Half of Michaelmas term. The aim of this sub-group was to provide a safe space to talk about the experience of being LGBTQ+. In the first meeting of the group, we introduced ourselves, with those who were confident talking about their experience of being LGBTQ+, something which allowed people to overcome barriers – if individuals thought they were previously alone in their experience of being LGBTQ+, they knew that this was no longer the case. Something that came from this group was conversation over ‘identity and gender’. This got us onto the development of a gender-neutral uniform for the college. This takes time to get right, and there have been numerous meetings with SLT and discussion groups between staff and students to ensure pupils feel heard. However, we still have a bit of work to do in this domain, as we do not want to rush this process. We want all voices heard and a plan that suits all. We are hoping for some changes to come into place for September 2021.

Lastly, I think it would be completely outrageous if we didn’t talk about what we are celebrating throughout February, so far, I would say it has been our biggest success. Hurst has thrown itself into celebrating Pride History Month with a push from the pupil platform and our marketing team. Planning started in January, with guest speakers taking the stage (Teams) for whole school tutorials. These events saw up to 500 pupils all tuned in for very exciting Q&As. The month started with a Prep and Senior School wide video made by a range of staff and students responding to what ‘pride’ meant to them, and why it’s important we celebrate this month. It was fantastic to see the prep school speak alongside senior school – feeling like a true moment of community during online learning. The weekly emails sent out by the amazing Ms Lewis highlight a few media options for staff and students to engage with and this has been well received. There have also been some initiatives for students to get involved with, like an Art department creative challenge to produce a timeline of events in LGBTQ+ history. Additionally, we offered LGBTQ+-themed books to any students and staff who wanted to get involved, sharing their views after the half term in a book-club session and even a PHM Bake Off! The involvement is going well and hopefully we can make this an annual initiative. Something that I personally enjoyed was connecting with OJs ( some dating back to 1979!) on their own LGBTQ+ memories back when they were at the College. It’s safe to say, that the work we are doing presently, has brough much joy and it’s evident that huge progress has been made. I really do hope we can form a stronger bond on all things D&I in the future with our Hurst Foundation programme, as it’s all about creating a strong relationship of past and present to really encapsulate the ‘community’ feel.

What has easily been the highlight of the month is the fantastic tutorial talks we have had. Speaking from a pupil, staff and parent point of view, the feedback and engagement has been first class. The range of experience and viewpoints from Jude (a transgender, non-binary activist and model), to Harry (a gay, male activist) to Sarah and Leah (professional athletes, competing for GB and Wales in hockey). The eloquence, respect and genuine interest the student-body has reinforced why it’s important we as a school engage in celebrating LGBTQ+ History month. We are really proud at Hurst to be taking such a lead in celebrating all things diversity and inclusion, and we appreciate the active support the parent-body has shown us this month. Something that has really resonated with me from all of the online CPD sessions and Q&A discussions is how effective having a positive presence of allies and role models. Typically, people get inspired to do something when they see others like them do it and I believe as educators we have a huge responsibility in supporting, guiding and listening to everybody as the individuals they are, both academically and pastorally. We also have a significant responsibility in challenging those who do hold adverse opinions. Standing up for respect and kindness is something I stand by and with our mantra #Be #Yourself at Hurst at the forefront of this initiative, I will continue to do my absolute best to make sure every pupil and member of staff feel that they can stay true to just that.