Safeguarding Inclusion: Nurturing Diversity in Educational Settings
Written by Caroline Anukem
Caroline Anukem is Equity, Diversity and Inclusion Lead at Beaconsfield High School in the UK. She is a driving force, a change-maker, and a relentless advocate for equity.
In the intricate cosmopolitan British society, the journey of being black and British often interconnects with the educational landscape in profound ways. From the halls of primary schools to the lecture theatres of universities, the quest for inclusion and diversity shapes the experiences of students and educators alike. As someone who has navigated this first-hand, I have come to understand the vital role that practice and policy play in safeguarding the well-being and success of every individual within these institutions.
Reflecting on my own educational journey, I recall moments of both triumph and tribulation. From the early days of primary school to the complexities of university life, I encountered an array of challenges and opportunities that shaped my sense of self and belonging. In the midst of this journey, the importance of representation and inclusivity became abundantly clear. Seeing individuals who looked like me in positions of authority and influence instilled a sense of pride and possibility, while the absence of diverse perspectives served as a reminder of the work that still needed to be done.
When I applied for the role of Equality, Diversity, and Inclusion (EDI) Lead. Initially, it struck me as a novel and innovative approach to promoting inclusivity within the educational setting. However, as I delved deeper into the role and its implications, I came to realise the profound parallels between EDI and safeguarding.
Just as safeguarding measures are in place to protect the physical and emotional well-being of students, EDI initiatives serve to safeguard the diversity and inclusion of all individuals within the educational community. From ensuring that curriculum materials reflect a diverse range of perspectives to implementing policies that promote equality of opportunity, the role of an EDI Lead is multifaceted and far-reaching.
In many ways, the principles of safeguarding and EDI are intertwined. Both prioritise the creation of safe and supportive environments where individuals feel valued, respected, and empowered to thrive. Just as safeguarding protocols employ a triage system to prioritise the most urgent needs of students, EDI initiatives must also adopt a strategic and targeted approach to address the unique challenges and barriers faced by marginalised communities.
One of the most profound benefits of a truly inclusive and diverse educational environment is the transformative impact it has on individuals and communities. When students see themselves reflected in the curriculum, when they encounter diverse perspectives and experiences in the classroom, it enhances a sense of belonging, wellbeing and empowerment which will ultimately correlate to improved academic achievement. It cultivates empathy, resilience, and a deep appreciation for the richness of human diversity.
As an EDI Lead, my role is not just about implementing policies and practices; it is about embedding a culture of inclusivity and respect that permeates every aspect of school life. It is about amplifying the voices of marginalised communities, challenging systemic barriers, and championing the rights of every individual to learn and thrive in a safe and supportive environment.
The journey towards creating truly inclusive and diverse educational settings is a collective endeavour that requires commitment, collaboration, and courage. This has prompted Beaconsfield High School (BHS) to take the bold step of hosting our first EDI conference in April this year. We will focus on highlighting the parallels between safeguarding and EDI. We will strive to communicate better understanding of the interconnectedness of these principles and the profound impact they have on the well-being and success of students.
In conclusion, the journey from the simplicity of my village education in Liverpool to the vibrant inclusivity of BHS is a testament to our progress. Yet, it serves as a reminder of how much further we can go. As an EDI Lead, my commitment is to develop a learning environment thriving on differences, not just educating minds but nurturing hearts, building lasting friendships, relationships and encompassing the British Values in our daily practices. The journey toward a more inclusive and equitable educational landscape continues, one story at a time.
The reality of being black in Durham - a diversity deficit
Written by Charlotte Rodney
As an undergraduate student currently pursuing my law degree at Durham University, I am an advocate passionate about Human Rights, hoping to propel into a career at the Bar. Public speaking, debating, and writing have always been passions of mine, placing conversation at the forefront of my passions. With a willingness to better understand intersectionality that is necessary but often lacking in educational institutions, I continue to pursue ventures that raise awareness on the topic of racial injustice. Writing for Durham's student publication, Palatinate, and immersing myself further into the legal field as a Durham University Women in Law Mentor, as well as being a mentee of a leading Professional Negligence barrister myself, I hope to always remain immersed in academic and working practicing fields.
467.
That is how many Black students there are, including those of a mixed background, who attend Durham University as of the 2020/2021 academic year. What’s more, that is 467 students out of roughly 22,000. Whilst, as a Black student myself, I am not shocked to see that only 2.3% of Durham is Black, this may seem low to others when considering that this is well below the national university average of around 8%, and the Russell Group average of 4%. What then is causing this? In conversation for a second time with the newfound community for Black women in Durham, Notes From Forgotten Women (NFFW), we have gone further into sharing the experiences of what it is like to be Black in Durham, delving to the root cause of the problem.
Co-founders of NFFW, Chloe Uzoukwu and Subomi Otunola gave their opening remarks on what their experiences have been like as Black women in Durham. Subomi discusses coming from a largely white background having studied in Bath, and how “I got to Durham and it seemed like that same cycle was going to continue where I barely had any black friends”. Subomi then goes on to describe her experience as “disheartening” being one of the only Black people in her History and Classics modules. “Even within my college, if I wasn’t placed with black people, I would not have spoken to them because the majority of my other friends and the people I’ve met within my college have been either people of colour, broadly or White.” Chloe echoes much of Subomi’s sentiment, describing her experiences growing up in Switzerland. “I would say that my experience in Durham has actually been arguably a big improvement from what I’m used to.”
…we ARE still here
One of the key points our discussion led us to was the difficulty of Black people coming together and finding one another at Durham. Chloe describes struggling in having to reach out to others of a similar background during her early time at the University. Whilst there is a general experience shared by all university students of having to reach out to others in your new environment, Chloe emphasises how other White students have the luxury of not needing to further search for people that look like them. “I actually really had to go and branch out on my own to find other Nigerian people… which is something that, you know, white people don’t necessarily have to do.” Sara Taha, NFFW’s social media manager, added her remarks on what she believes the key issues to be. Firstly, Sara highlights that “a lot of black people feel pressured to assimilate into a traditionally English culture”. Whilst Sara emphasises that this is not to say there is no place for Black people in a traditionally English culture, “the assimilation that a lot of black individuals feel they must do is at the expense of ever talking about their culture, heritage or race again”. Secondly, the discussion led us to the opposing point that in creating Black communities within Durham, with the hopes of bringing people together to share cultural experiences, this may in fact only help perpetuate stereotypes within the Black community. Sara adds, “ACS is a crucial society in many universities, just as it is in Durham…But, ACS does cater to certain people. It is usually led by a certain demographic.” What then is Durham not getting right about diversity at university, and perhaps more importantly what is going on within the student community that leads to these two polarising cultures?
Many readers might be familiar with a recent ranking that the University received via The Times, where we placed last out of 115 other institutions on the measure of social inclusion. Whilst this is an internal factor that many students may be aware of, it feels as though Durham aren’t doing enough about it. Chloe explains that “this reputation it has for not being socially inclusive, hasn’t affected them in the slightest. And if it hasn’t really affected them in the slightest, why would they care about changing?” As Sara would put it, “Durham has a certain aesthetic it has garnered over the years.” She explained that she believes that, “rather than try to seem integrated and diverse (like so many other universities), Durham values its inherent whiteness above all else.” So, with a socially exclusive culture that evidently does not prioritise Black students, what is Durham left with?
… Durham values its inherent whiteness above all else
To address the ever-metaphorical elephant in the room, it wouldn’t be fair to discuss diversity at Durham University without talking about the diversity in County Durham, and the North East as a whole. The Office for National Statistics has revealed that County Durham is 0.3% Black as of 2021. Nonetheless, the University isn’t made up entirely of students from the North East; in fact “Durham’s recruitment has not traditionally focussed on the local area, with large numbers instead coming from outside the North East”. So why is this University continuing to fall below the national average for Black students who attend university?
Durham University published their Access and Participation Plan, a 5 year plan set to conclude in the 2024/25 academic year. Within this plan, their section dedicated to all Black Asian and Ethnic Minority (BAME) students explains that Durham’s BAME proportion of all domiciled UK students remains below the UK national average because “there are geographical factors at work. Durham’s position is consistent with its regional context. The population of the North East Region is not very ethnically diverse, and this is reflected in the ethnic diversity of the NE universities…”. Furthermore, they raise the issue of having “a particular issue around the proportion of black students, which we have begun to address…” and this is a point we will return to later. For now, this is what the response has been. Sara comments that, “as a northerner, I know that there is a significant lack of black people here than down south. However we ARE still here.” Subomi added her remarks on the wider experience of what it means to be a student in higher education. “The very stereotype of what it means to be a student in the first place is to be white and to be of a certain privilege standing… we’re going to have to seek out these places to actually create a space for ourselves.” This is why, as Subomi remarks, there are no societies dedicated for white people. It is acknowledged that black students are in a minority, and hence communities are set up to facilitate a sense of belonging that doesn’t automatically exist like it does for white students. The sentiment may be there, yes, however it perpetuates a system where Black students are put in a space of being reminded they will always be disadvantaged. Afterall, you are perceived Black before you’re a student.
When asked for a comment, A Durham University spokesperson said: “We’re building a diverse, safe, respectful and inclusive environment where people feel comfortable to be themselves and flourish – no matter what their race, background, gender, or sexual orientation. “We recognise we have more progress to make in attracting black and other under-represented student groups to Durham, to ensure they feel welcome and to support their development while they are here.
“In making progress, it’s important to identify and develop solutions with our students, drawing on their lived experiences, as well as working with partners and specialist advisers. As part of this, we are consulting with student groups on the development of our new Access and Participation Plan. “We are also hoping to get a deeper understanding of the lived experiences of our racially minoritised students through our upcoming Equality, Diversity and Inclusion Survey which will open on 5 February. We encourage our students to respond so we can build as accurate a picture as possible – further details of how to get involved will be shared very shortly.”
Whilst statistics are great, and plans towards diversifying the University community may be well-intended, one can’t help but get a feeling that this isn’t an active priority for Durham University. For instance, their five year action plan “intends to add 100 UK domiciled black students by 2024/25”. That would be less than 0.5% of the student community. Sara expressed her disdain of the wording of a following paragraph which reads “Durham is not based in an area of the UK with a great deal of ethnic diversity and students with low aspirations are often unwilling to move significantly from their local area.” Sara explains that “I find the label ‘low aspirational’ to be offensive and based in racist stereotypes that black people ‘are not trying for a better future the way white people and other races are’.” What’s more, she calls for more compassion from the University in acknowledging the intersectionality of this issue.
I now call each and every reader to a point of reflection. As a Black student, would you find yourself recommending Durham University as an institution? The differing responses I have had perhaps speaks to the complexity of the issue. Chloe explains that, “I hate that we have to feel like we need to downplay ourselves simply because we’re afraid of stepping into white spaces. I don’t think that’s fair on us. And so I would 100% recommend the University to other Black students…but not without its warnings.” On the other hand Sara notes, “I am not likely to recommend Durham to fellow black students/friends, if they are used to a certain standard of diversity. First year, first term, was one of the most isolating periods in my life because my college was not diverse in any sense of the word.” What then are we left with considering the space, or lack thereof, there seems to be for Black students in Durham?
The very stereotype of what it means to be a student in the first place is to be white and to be of a certain privilege standing…
The University may have a lot to answer for in terms of tokenised efforts to add a mere 100 Black students by 2025, but the issue goes beyond that. We are immersed daily in a culture at this University where Black people are invisible. And in efforts to make us more visible, we are confined to our black spaces that very much have their own shortcomings. What might there be for us? The answer is simple: plenty. There is as much at this University for a Black student as there is for a White student, and every other ethnic background in between. Although it may not look like it, because the diversity is not fairly representative at all, we are still here and calling for the University to make more substantial efforts at diversity, beginning with tearing down the harmful association with Black students and low aspirations. So, the next time Durham University ranks comically low in what are extremely important areas of social inclusion, ask yourself who that benefits, and think of the number 467.
"How do we decide when to teach the names of private parts in Primary School?"
Written by Ian Timbrell
Ian is an education consultant and trainer, supporting schools develop their provision for LGBT+ pupils and their RSE curriculum. He has worked in education for 15 years; including as a class teacher and a deputy head teacher.
Debating whether to teach the names of genitals in Foundation Phase/Stage education (ages 3-7) is a nuanced discussion that encompasses considerations of child development, cultural norms, parental preferences, and educational goals. Making this discussion more complex is that in most countries (England and Wales included), when to introduce the names of genitals in Relationships and Sexuality Education (RSE) is not specified to a single age, but within a range (generally 3-11). In both England and Wales, schools are expected to teach the names of body parts, but which body parts, in which order and at what age, are not referenced. This is needed to provide schools flexibility to teach children at a stage appropriate to them, but has also resulted in a wide range of interpretations with some schools introducing the terms as young as 3, with other schools only teaching them when introducing lessons on puberty in upper KS2. I get regular questions about a particular RSE providers who provide lesson plans on the names of genitals in year 1. The rationale given by the organisation is not based in research, but in their own experience and through conversations with practitioners and so although a scheme has this lesson in, there are considerations that need to be made when deciding when to follow this guidance.
One of the reasons that it is difficult to make firm decisions about when to introduce terminology is the difficulty of finding peer-reviewed research in this area. For the most part, schools are led by either out of date research or guidance from organisations that is based on opinion and experience, rather than corroborated research. Introducing vocabulary in RSE and in areas of diversity is part of many studies and research projects and it is expected that in years to come, we’ll have more clarity in this area.
So with these difficulties in mind, what should schools do and how can we make decisions that is best for our pupils?
Arguments for Teaching Genital Names in the Foundation Phase/Stage:
- Promoting Body Positivity and Autonomy: Teaching children accurate anatomical terms for genitals fosters a healthy understanding and acceptance of their bodies. By using correct terminology, some believe that children develop a sense of body positivity and autonomy, enabling them to communicate effectively about their bodies and recognise inappropriate touch.
- Facilitating Safety and Awareness: Knowledge of proper anatomical names empowers children to articulate discomfort or instances of abuse more accurately. It is suggested that learning the correct names for genitals, like any other body part, have names helps break down taboos surrounding discussions of sexuality and promotes a culture of safety and awareness.
- Preventing Misinformation: Using euphemisms or avoiding discussions about genital names may lead to confusion and misinformation. Children are naturally curious and may seek answers from unreliable sources if not provided with accurate information in a safe and supportive environment.
- Normalizing Discussions about Sexuality: Introducing genital names in early education may usualise discussions about sexuality and reproductive health. When presented in an age-appropriate manner, such conversations may lay the foundation for future learning and promote healthy attitudes towards sexuality and relationships.
Arguments against Teaching Genital Names in the Foundation Phase/Stage:
- Cultural Sensitivities and Parental Preferences: Some parents may feel uncomfortable with the idea of their young children learning genital names in an educational setting. Cultural norms, religious beliefs, and personal values vary widely, influencing parental preferences regarding what and how topics related to sexuality are addressed in early education. Introducing the genital names without the support of parents and guardians could cause conflicts with and between home and school.
- Developmental Appropriateness: Critics argue that introducing genital names at too young an age may be developmentally inappropriate and potentially confusing for children. They suggest that focusing on broader concepts such as body boundaries, personal safety, and self-respect may be more suitable for early childhood education. There is also the risk that it may not be appropriate for pupils with certain ALN/SEND at a certain time, or that the resources don’t take into account their individual needs.
- Respecting Family Dynamics: Education systems must respect the diversity of family structures and dynamics. Some parents prefer to address topics related to sexuality and anatomy within the family unit, tailoring discussions to their child’s individual readiness and comfort level.
- Risk of Misinterpretation: Critics caution that discussing genital names in early education may inadvertently sensationalise or overemphasize the significance of genitals, potentially leading to misunderstandings or discomfort among children and parents.
Finding a Middle Ground:
In navigating this issue, finding a middle ground that respects diverse perspectives while prioritizing children’s well-being is essential. Educators and policymakers can consider the following approaches:
- Consult with parents and experts: Engage parents, carers, and experts in child development, psychology, and education to gather insights and perspectives on the issue. Work with the community to develop an approach that works for your school, not because a scheme dictates it.
- Plan for individuals: Do not take a blanket approach to teaching. Consider whether every pupil is ready and what reasonable adjustments need to be put into place for certain pupils.
- Provide opt-out options: When permitted by the curriculum, offer parents the opportunity to opt their children out of specific lessons or discussions related to genital names, respecting their autonomy and preferences.
- Emphasise sensitivity and inclusivity: Approach discussions about genital names with sensitivity, inclusivity, and cultural awareness, acknowledging diverse perspectives and beliefs within the community.
The debate over whether to teach genital names in early childhood education reflects the broader discourse surrounding sexuality education, child development, and cultural sensitivities. The review of RSE in England may provide additional transparency around this issue, but until then, we have to use our professional judgement and work with all stakeholders to ensure that our children get quality RSE and are safeguarded against harm.
Redefining representation in engineering careers
Written by Virtue Igbokwuwe
Virtue Igbokwuwe is a civil engineering graduate from the University of Southampton, currently working at Eurovia. She recently took part in Tomorrow’s Engineers Week - an annual celebration run by EngineeringUK. Her YouTube channel, The Virtuous Life, has over 5,000 subscribers.
Looking back, I can recall the exact moment I heard the words ‘civil engineer’. I was having a conversation with my A-level physics teacher about an essay she had set. She told me about the profession and the wider engineering sector. She opened my eyes to a fascinating new world full of brilliant opportunities. I wouldn’t be where I am today without her advice and guidance. I’ve made it my mission to encourage more girls to follow in my footsteps and hope that you can help. So, I’d like to tell my own personal story of how I became a civil engineer.
Before starting at the University of Southampton, I remember desperately searching ‘civil engineering student’ on Google and YouTube. I was desperately trying to find someone like me studying the course or in the industry. I remember seeing a lot of aspiring Lawyers and Doctors on YouTube but not a lot Engineers, especially Civil Engineers.
Ask anyone what an engineer is, and they will inevitably paint a picture of a middle-aged man with a clipboard wearing a hard hat. Since entering the field, I have learned that the narrative around engineering being male dominated is so outdated. It really couldn’t be further from the truth. In fact, my cohort split at university was 60:40, men to women. It’s an aspect of this industry that I wish many more girls thinking of pursuing a career in engineering were aware of.
I decided to take matters into my own hands. I started a YouTube channel, The Virtuous Life. When I began filming videos, I had two things in mind. The first was representation: showing a young, black woman in the field; hoping to inspire people. The second was to change narratives: showing the world that civil engineering isn’t a male-dominated field anymore. I began documenting life as a civil engineering student, including my lectures, labs, site visits and summer placements as a contractor. Today, my channel has more than 5,500 subscribers.
It’s my ‘Day in the life…’ videos which resonate the most with viewers. They are a chance to see the day-to-day activity of a site engineer or a placement student. Not everyone knows an engineer or has one in the family and YouTube vlogs bridge that gap. I have become the ‘neighbourhood engineer’ that people need. It is so important for people to feel like they are represented. Seeing someone like you in a field you wouldn’t expect goes a long way, and people downplay the impact. From my experience, seeing people in a field or position I never imagined was possible inspired and motivated me to pursue a career as a civil engineer.
I receive comments from subscribers about how my YouTube videos have influenced their A-level choices and their desire to pursue engineering. They are a testament to the change in narrative that is so desperately required. We need to make the sector attractive to not only women, but more representative of our wider society.
I believe if we start showcasing inspiring people in the engineering and technology field earlier on in our school years, it will give young people a chance to make a well-informed decision on what career path they want to go into. It’s hard to have an idea of what you want to do if you’ve never seen or heard of the profession before. We have a duty to inspire and guide the younger generation and show them the amazing works that Civil Engineers do, the mega projects and the local ones! There are many organisations that aim to increase the representation of women and ethnic minority in the Engineering industry such as EngineeringUK, the EDI Team at the Royal Academy of Engineers, Girls Under Construction, AFBE-UK and Go Construct. Partnering with such organisations, or getting involved with initiatives such as Tomorrow’s Engineers Week, can allow the message to be reached by more and more young people. It also means that schools can partner with those organisations and hold events, talks or workshops for the students to increase their exposure to the world of civil engineering and the variety of pathways into it.
Graduating with a first-class degree in civil engineering has marked a new, exciting chapter in my life. I will continue to post videos to document life in the industry and hope to continue inspiring the next generation of engineers.
Virtue took part in a live broadcast to mark Tomorrow’s Engineers Week 2023. To watch the recording on-demand and access free curriculum-based resources to inspire young people about future careers in engineering and technology, please visit www.teweek.org.uk
Global Citizenship and the Role of a Global Network in Education
Written by Nadim M Nsouli
Nadim M. Nsouli is Founder, Chairman and CEO of Inspired Education. Founded in 2013, he re-evaluated traditional teaching methods and created a new model for modern education. Today, 80,000 students in 111 Inspired schools across 24 countries benefit from a student-centred approach and globally relevant curriculum.
With digital communication facilitating the exchange of ideas, the world is more interconnected than ever before. As such, it’s increasingly common for individuals to identify as global citizens. This presents opportunities for young people. Yet also poses challenges.
Adapting to globalisation necessitates a strong sense of self-identity and an open mind. Individuals engage with other cultures and challenge stereotypes. Thus, learners must be equipped with the knowledge, skills, and values to navigate and contribute to the world in which they want to live.
There’s a growing recognition that educating for global citizenship is of importance. In 2012, the United Nations Secretary-General, Ban Ki-Moon, said “Education is about more than literacy and numeracy. It is also about citizenry”. Global Citizenship is an all-encompassing concept that acknowledges the web of connections and interdependencies in the world. According to Ban Ki-moon, “Education must fully assume its essential role in helping people to forge more just, peaceful and tolerant societies.”
Students’ desire for international travel and cross-cultural programmes has been apparent for some time. In the past, a one-dimensional approach to this was for an institution to partner with a pre-existing educational facility in the location of interest. However, we’ve witnessed a substantial transformation in the way educational institutions operate, i.e., the emergence and rapid growth of global school networks. With a presence across countries and continents, they’re bringing about a new age of learning possibilities.
Educational institutions are recognising that global citizenship education can develop and enhance much-needed values and skills that will better equip students in a changing world. The concept of ‘global campuses’ has gained prominence, wherein the focus is on cultivating a multicultural ethos.
The Inspired Education Group demonstrates this model with 111 institutions that provide its students with opportunities beyond the capabilities of a single entity. Nadim Nsouli, CEO and Founder, describes it: “We’re now present in 24 countries around the world. This allows 80,000 students from different cultural backgrounds to meet and learn from one another.” Each campus offers a safe space to explore complex and controversial global issues. This approach encourages learning from, and about, people, places, and cultures that are different from our own.
Beneficiaries of the Global Approach to Education
Academic freedom and inquiry are encouraged in international education. It’s a force for promoting open, safe, and peaceful environments. The ability to cultivate global citizenship is grounded in the commitment to giving learners the tools to bring about positive change.
To be effective global citizens, individuals need to be proactive, innovative, and adaptable. They must be able to identify and solve problems, make informed decisions, think critically, articulate persuasively, and work collaboratively.
An educational institution is traditionally centred on imparting knowledge to its students through academia. However, the acquisition of these ‘soft skills’ is also needed to succeed in workplaces and other aspects of 21st-century life. At the crux of fostering global citizenship education – and by association, these skills – is a network.
How a Global Approach Translates to the Classroom
The powerful message of Aesop’s quote “In union there is strength” has never been more relevant than it is today, as educational institutions embrace multiculturalism. Many campuses are now interconnected, which allows students to access any of them – and their specialisms – with ease. This is even more powerful with the addition of extracurricular activities facilitated abroad, providing invaluable experiences. Nadim states: “To develop a rigorous global understanding, an education for global citizenship should also include opportunities for young people to experience local communities. Global campuses, exchange programmes and summer camps offer this.”
Teaching global citizenship itself requires methodologies that facilitate a respectful and empathetic atmosphere. This includes techniques like in-depth discussions and cause and consequence analyses. The objective is to foster critical thinking and encourage learners to explore, develop, and articulate their views while respectfully listening to others. “This is an important step,” says Nadim, “These methods of critical discussion may not be unique, but used in combination with a global perspective, they build understanding and foster skills like critical thinking, questioning, communication, and cooperation.”
Facilitating a participatory classroom environment requires a significant shift in the role of the teacher. They move from being the primary source of knowledge and direction to a facilitator. One which guides as students adapt to think critically, assess evidence, make informed decisions, and work collaboratively with others.
Creating an active classroom environment requires the adoption of a learner-centred approach. This means that the teacher becomes an organiser of knowledge, creating a holistic environment that supports students. As Nadim affirms: “Rather than being passive individuals simply answering questions and competing with their peers, learners must assume an active role. This means taking responsibility for their learning as well as their understanding of the global context of their lives”.
Summary
The notion that all human beings are equal members of the human race is central to the concept of global citizenship. Regrettably, entrenched beliefs in the supposed superiority of certain groups persist in our words, actions, and systems. The educational space is no exception. It can manifest, knowingly or unknowingly, in policies and curricula.
We view the world based on our own culture, values, and experiences. Hence a range of perspectives will exist on any given issue. Thus, gaining a comprehensive understanding of a subject relies on the exploration of other cultures.
As the world grapples with complex problems, global citizenship education has emerged as the gold standard of any institution. This is fuelled by a growing movement promoting peace, human rights, and sustainability. These three pillars are the foundation upon which global citizenship education stands. As Nadim remarks, “The future belongs to young people who can think critically and creatively, collaborating across borders and cultures.”
A Curriculum That Empowers Young People in Care
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.
This year is the first time I have developed and designed curriculum models for young people in the care system. Although students I have taught in previous roles come from a range of backgrounds, this role is the first time I have looked at curriculum specifically through the lens of an education that often forgets the difficulties faced by care experienced young people.
Out of nearly 12 million children living in England, just over 400,000 are in the social care system at any one time. They face a lot of disruption in their learning journey due to personal circumstances, financial difficulties and challenging home circumstances. This means in comparison to their peers, care experienced young people fall behind in most education and health outcome indicators.
Working with a team of educators, social workers, web developers and UX/UI designers, these are the ways we believe curriculum development can help experienced young people thrive:
- Introduce context alongside technical concepts: technical concepts across all subjects can be difficult for CEYP to master in a short space of time so contextual information wedged on either side of a technical explanation will enable their understanding and grasp to learn and embed the technicality in their wider learning framework.
- Champion peer learning– CEYP could have challenging interactions with direct instruction if it reminds them of unpleasant previous instructor situations therefore activities that use peer learning not only lowers the stakes for them to develop their self confidence and interactivity in a lesson but encourages building friendships within the classroom while learning key concepts together.
- Open ended ethos– instructors and teachers should veer away from specifying the outcome of a learning topic as ‘to achieve grade _’- instead the learning objectives should first be anchored to exploring the curiosity around the topic with prompts such as ‘what would happen if____?’ or ‘what could we learn if we explored how___’. Academic pressure to perform instantly can feel overwhelming for CEYP. While they should not be met with lowered expectations, instead the reframing helps to welcome them to first explore before learning the topic and moving on to an evaluative stage where they gain more agency.
- Knowledge connection outside the classroom-Learning feels more relevant for CEYP when they are introduced to topics through the lens of real world use. Introducing a curriculum through a skills development framework linked to increased employment motivates them to understand the use of each topic, further strengthened by real world examples, work based scenarios and soft skill demonstrations. It helps them bridge the transition from education to active skill application and any learning based curriculum should also have opportunities through project work for practical applications related to public speaking, project management, team building and problem solving for CEYP to gain experience in these areas.
Many educators are unaware of the students in their classrooms who come from a care experienced background. While this should not be the only aspect of their identity to focus on, a student centered approach to relationship building alongside these curriculum findings should enable educators to build strong relationships by understanding the story and journey many of their students have taken to make it to the classroom and learn each day. Aimed with this knowledge and bespoke approach, schools and their wider communities can foster a sense of belonging for care experienced young people, something they have been denied of for too long.
Seeing the Unseen
Written by Tyrone Sinclair
Tyrone is deputy headteacher of Addey & Stanhope School in London. He was a contributor to the BBC Teach resource, Supporting care-experienced children.
A significant majority of educators are drawn to the profession because they aspire to be catalysts for change. However, they are often taken aback by the limitations they encounter as they grapple with the multifaceted aspects of the profession. Change through support is a very delicate skill, one often not covered thoroughly whilst training, but it necessitates intentional leadership at an institutional level. Nonetheless, educators possess a unique liberty in that we are all leaders, regardless of our level of authority. We all possess the capacity to foster safety and facilitate opportunities for change within our respective spheres of influence, whether it be in our classrooms, through the curriculum, parental engagement, meetings, trips, and so forth – the possibilities are endless.
We are currently living in one of the most inclusive eras in human history. Whilst this allows for celebration, it also compels us to delve deeper and consider who is being included. Whose voices are being marginalised? Whose experiences are being disregarded? Who is seen and who is unseen? Ultimately, how is equity being applied in these circumstances?
The fight for inclusivity is a pursuit of social justice that extends far beyond the confines of the classroom. Its effects can be recognised and rewarded on a global scale. Although we may be making progress towards inclusive equity, it is important to acknowledge that not all spaces prioritise safety or consideration for all individuals. Education, therefore, is an embodiment of social justice as it endeavours to address the various inequalities that exist within society by creating opportunities and explicitly striving to provide equal opportunities for all.
This raises the question – what can I, as an educator, do? Amidst the external pressures, deadlines, targets, and ever-expanding job description, how can I make a meaningful change?
I believe the answer lies not in what can be done, but rather in how it can be done. I have been challenging educators to reconsider the spaces they create for safety. I urge them to contemplate the most vulnerable student who may ever enter their classrooms. Consider all the safeguarding concerns, whether they are rooted in familial or contextual factors. Reflect on the experiences these students have endured not only throughout their short lives, but even on that very morning. Contemplate the sacrifices and who they have to leave at the door just so they can walk into your space and conform.
Care-experienced young people are often among the most vulnerable individuals we encounter. The range of experiences they may have endured is vast, but more often than not, these experiences are far from ideal. Imagine the worst possible scenario. Consider the impact this must have on their worldview and how this trauma manifests itself in their thoughts, pathology, behaviours, and even their physical wellbeing. Now, take into account the intersectionalities that these young people may identify with. How much more challenging would it be for those from marginalised groups? How would you connect with such a young person? How would you welcome them into your space? What measures would you put in place to support, encourage, reassure, and protect them? How would you guide them if things went awry? Undoubtedly, your approach would be thoughtful, compassionate, and considerate. We know that for every vulnerable young person we are aware of and deem worthy of intervention, there are countless others who remain unknown and unsupported. Moreover, the strain on resources and support services makes it even more arduous for marginalised groups to access the help they need. Thus, your approach and support as an educator are pivotal to the safety and wellbeing of these young people, as your intervention may be the only kind they receive. Consequently, every interaction becomes an opportunity for intervention.
The experience of marginalised groups is to be unseen. This is often unintentional, but it is undeniably systemic and institutionalised. As educators, we are on the frontlines, and it is our duty to intentionally see what the world chooses to ignore. We must consciously consider worldviews and experiences that may differ fundamentally from our own. We must be intentional about change.
What can care-experienced young people teach us?
Acknowledging the unseen requires us to not only consider young people who have experienced care, but also challenges us to broaden our considerations even before they enter the system. Many care-experienced young people were once students in someone’s classroom, often unseen and unnoticed. However, we have the privilege of seeing the unseen and deliberately choosing to create safety for them within the spaces we control and have influence over.
For more information about the BBC Teach resource, Supporting care-experienced children, please visit https://tinyurl.com/ywykzd5h
Black History Month: Dismantling inequalities in education for better outcomes
Written by Henry Derben
Henry Derben is the Media, PR, and Policy Manager at Action Tutoring - an education charity that supports disadvantaged young people in primary and secondary to achieve academically and to enable them to progress in education, employment, or training by partnering high-quality volunteer tutors with pupils to increase their subject knowledge, confidence and study skills.
Before the pandemic disrupted education, students from Black ethnic backgrounds had the lowest pass rate among all major ethnic groups at the GCSE level. However, the 2022-23 GCSEs marked a notable shift from the pre-pandemic period, with Black students on average achieving similar English and maths pass rates comparable to students of other ethnic groups.
Black History Month is celebrated in October each year in the UK to recognise the historic achievements and contributions of the Black community. It is also a prime moment to reflect on the state of education and how it can be reshaped to create a more equitable and inclusive future.
As part of activities to mark Black History Month at Action Tutoring, we had an insightful conversation on how to ensure better outcomes and a more enabling environment for Black pupils in schools with Hannah Wilson, a co-founder of Diverse Educators, a coach, development consultant and trainer of Diversity, Equity, and Inclusion practice. Hannah’s former roles in education include head of secondary teacher training, executive headteacher, and vice-chair of a trust board.
Below are some highlights of the conversation.
Re-examining Black history in the UK curriculum
Black History Month in the UK often focuses on the celebrated figures and events in mostly Black American history, such as the civil rights movement and famous Black personalities. However, Hannah highlights an important criticism – the lack of focus on UK Black identities.
“We want to move to the point where Black culture and identity are integrated throughout the curriculum,” Hannah explains, advocating for a more inclusive and comprehensive approach. The celebration of Black identity is that it’s often a lot of Black men being spoken about and not Black women, queer people, and disabled people. Thinking about that intersectionality and looking at the complexity and the hybridity of those different parts of identity often gets overlooked as well.”
A new Pupil Experience and Wellbeing survey by Edurio shows that pupils of Any Other Ethnic Group (48%) are 21% more likely to rarely or never feel that the curriculum reflects people like them than White British/Irish Students (27%). Additionally, Mixed/Multiple ethnic groups (16%) and Black/African/Caribbean/Black British students (18%) are the least likely to feel that the curriculum reflects them very or quite often.
Unpacking performance gaps
Data has shown that while a high percentage of Black students pursue higher education, they often struggle to obtain high grades, enter prestigious universities, secure highly skilled jobs, and experience career satisfaction. The journey to understanding the root causes of these educational disparities is a complex one.
Hannah recommended the need to rethink career education and the lack of diversity, equity, and inclusion strategies that often work in isolation.
“I don’t think all schools are carefully curating the visible role models they present. The adage about if you can’t see it can’t be it, and the awareness around the navigation into those different career pathways. I think that is saying that schools could do better. There’s a bridge there to be built around the pathways we are presenting as opportunities on the horizon for young people as well. Representation within the workforce is another key aspect. We need to address the lack of Black representation in leadership positions, not only in schools but also in higher education.”
The early years and disadvantage
Disadvantage often begins at an early age. Children from low-income backgrounds, including Black children, start school at a disadvantage. Hannah pointed out that the key to dismantling this cycle lies in reimagining the curriculum, the approach to teaching, and in valuing cultural consciousness.
“It’s important to start with the curriculum. The curriculum in the early years should be diverse and inclusive. The thought leaders within that provision or within that key stage are often quite white. That’s often the disconnect at a systemic level when it comes to policymaking around provision for the early years. Who is designing the policy for the early years? Who’s designing the curriculum for the early years? Are we being intentional about representation in the early years?”
“However, we need to move beyond simply adding diversity as a “bolt-on.” Their representation should be integral to the curriculum, not an afterthought. As young as our children join the education system, what can we do differently from the get-go to think about identity representation.”
Breaking the concrete ceiling
While tutoring is a viable method to help bridge the gap for underperforming students, Hannah stressed the need to change the system fundamentally. Rather than continually implementing interventions when problems arise, it’s best to revisit the structure of the school day, the diversity of teaching staff, and the core content of the curriculum.
“It has to start with the curriculum, surely tutoring and mentoring all of those interventions like mediation support mechanisms are so powerful, we know that make up the difference. But what are we actually doing to challenge the root cause? We have to stop softball. We’re often throwing money at the problem, but not actually fixing the problems or doing things differently. We need a big disruption and conscious commitment to change, but it needs to be collective.”
“We need to address the concrete ceiling that often prevents Black pupils from accessing leadership opportunities. Career guidance, sponsorship, and mentoring should be part of the solution to break these patterns. Collective action is essential to create lasting change.”
The power of engaged parents
Change should also start at home. Parents and guardians play a crucial role in a child’s education, particularly in the early years. Hannah suggests a shift in the dynamic between schools and parents.
“Thinking about how we work with parents and create a true partnership and collaboration. That to me, is what some schools perhaps need to revisit – their kind of plans, commitment, or the ways they work with different stakeholders. Engaging parents more closely is definitely a way of helping them get involved in schools so they’re part of that change cycle.”
The call to action for allies
In conclusion, Hannah’s powerful call to action focuses on allyship, encouraging non-Black people to actively support and contribute to the ongoing struggle for equity and inclusion in education.
I think for people who identify as being white, the reflection and awareness of your own experience with schooling, where your identity is constantly being affirmed and validated because you saw yourselves in the classroom, in the teachers, in the leaders, in the governors, and in the curriculum, that’s often taken for granted. It’s time for us to step back, see those gaps, and to appreciate how that affirms us, but how that could actually really erode someone’s sense of self when they don’t see themselves in all of those different spaces.”
There should be a conscious intention that educators make about what they teach, who they teach, and how they teach it, to really think about representation and the positive impact it has on young people. And being very mindful that we don’t then just perpetuate certain stereotypes and not doing pockets of representation and pockets of validation.”
Hannah’s insights underscore the urgency of addressing the disparities in our education system. As Black History Month wraps up, let’s heed the call to action and take collective steps toward a more inclusive and empowering education system that taps and nurtures the potential of all young Black students.
How we can make archaeology more inclusive
Written by Raksha Dave
Raksha Dave is an archaeologist, broadcaster and president of the Council for British Archaeology, within which also sits the Young Archaeologists Club. Raksha also works with arts organisations to help them find ways to encourage diversity and inclusivity in their environments.
When people ask me about how we can make archaeology more welcoming and inclusive, I often think about my four-year-old self. I was obsessed with dinosaurs and begged my mum to buy me a book about them. It opened my eyes to a new world. I still have the book. I found a world that I obsessively wanted to discover and felt as much right as any child to do so.
My teachers encouraged and supported my passion, fueling my interest through their teaching. No one ever doubted I could be an archaeologist. No one ever said that this was a profession where, even as recently as in 2020, 97 per cent are white.
The next generation of brilliant archaeologists aren’t teenagers, they’re children. We need to engage them in the subject, but we’re failing. The profession needs to do better at communicating that archaeology isn’t just about ditches and digging if it’s to widen its appeal.
Archaeology is about the remains people leave behind whether that was an hour ago or 3,000 years ago. When any child opens their door, they are immersed in an archaeological environment: old signs on the sides of buildings; windows bricked up; changes in the architecture and age of buildings; and old boundary markers. There is so much to discover just on our doorsteps which can shed light on the past.
Excavation can mean researching an old camper van, recording the objects left at a refugee camp in Calais, or researching a World War Two encampment. Archaeologists are even researching the remains of contemporary music festivals which can help us understand more about people who lived – and feasted in the past; like our prehistoric ancestors at Durrington Walls, near Stonehenge, more than 4,500 years ago.
Archaeology is also about rethinking our past. I’ve just been working with BBC Teach on a new Live Lesson for primary schools about the Romans. Filmed on location at Vindolanda Fort, on Hadrian’s Wall, it’s about discovering who might have been living at the Roman fort. We think of forts as simply military settlements to defend and protect, but that wasn’t true in Roman times. Forts were actually attached to large settlements with people from all walks of life. The military would bring their families, and lots of traders would be attracted to the settlement to sell crafts, food or offer services.
The Live Lesson sets children a mystery to find out why objects like a toy wooden sword and a luxury Roman shoe have been found at the site (you’ll have to watch the programme to find the answer). I hope it encourages children across the country to become more curious about the past and helps them to relate to the people who lived at Vindolanda. Seeing ourselves in the past, being able to discover and experience people’s lives through relatable objects like shoes, toys, hair clips and jewellery enables children to make a direct connection to their own lives.
As well as seeing ourselves in the past, archaeology also needs to shrug off its dusty academic image. It is a multi-disciplinary subject which spans the humanities and sciences. It really is accessible to young people through apprenticeships as much as through degrees.
Almost all of archaeology in the UK is undertaken by commercial organisations. Their focus is on planning and building infrastructure. From new houses to railways, archaeologists work alongside civil engineers and planners to help these projects come to fruition. More than 200 archaeologists worked on the Crossrail project, discovering tens of thousands of artefacts of significant importance.
Any child should feel that archaeology is a profession, or an interest they can nurture, where they can feel they belong. Demystifying the topic, helping them understand it can happen on their doorstep, and showing how very diverse our past is, can help children to see themselves in archaeology and feel curious to know more.
The Romans – History Live Lesson is available to watch on BBC Teach. For more information and teaching resources, please visit: https://bbc.in/3tx4uWx
Why students should be taught the truth about Remembrance
Written by Selena Carty
Cultural and Ancestral Genealogist, Global War Heritage Specialist, Identity and Empowerment Consultant and Founder of BlackPoppyRose.
I was recently asked by the British Army to contribute to its new set of school resources on Remembrance. As the founder of BlackPoppyRose, I accepted the opportunity. My aims are to enlighten all people of the contributions of African, Black, West Indian, Caribbean Pacific Islands and Indigenous communities to history in wars/revolutions and rebellions.
So, let me ask you a question: How do you mark Remembrance Day? For me, I remember Albert Carty who served in World War I in the No’2 Construction Battalion. After arriving in the UK, he travelled across England and Scotland as part of the lumberjack battalion. He returned home after the war and became a father to seven sons. Five went on to join the Royal Canadian Airforce and served in World War II. The remembrance of families doing their part in a world that had set so many apart.
Remembrance means a connection to yesterday and the yesterdays before yesterday, which brings light the relevance of our actions today. When I think about Remembrance, I think of my mother, father, grandparents and great grandparents. I think about the legacies of family. I wouldn’t be here today if it were not for the efforts made by those who made choices before I came into existence.
There is a crucial need to improve how we explain the significance of Remembrance to young people, especially in the UK. We live in a cosmopolitan modern world where everything is moving a lot faster than I remember. Everything is now! (Like Amazon Prime deliveries, with no understanding of the framework, planning and years of innovation to make this happen.)
The legacies that have built the worlds we see today are very often under-educated, misinterpreted or omitted. The more we do to encourage Remembrance will allow us to come together with our own unique stories and share the impacts that the changing worlds and legacies before us have had and will still have on us in the present and near future.
To know that you are connected to something that has passed is significant to why we are here, why we speak the languages we do, why our names are what they are, why we can call more than one place our home or ancestral homes, and even the accessibility to the music that we listen to. All this enables each of us to have a unique perspective about Remembrance that we all benefit from.
Where should children start to learn about their past? With their immediate families as well as their peers and friends’ parent are also potential sources of information teachers. Additionally, organisations like BlackPoppyRose can help point them in the right direction. We also encourage students to check their local libraries, bookshops, museums, galleries and archives as well as the internet by using key phrases or tags.
So, what more can schools do to teach pupils about Remembrance? Tell the truth about what you know. We all have a version of ‘truth’. Telling the truth resonates stronger than untruths as it allows us to identify with the world we currently live in and the legacies we have inherited from the past. It will help to understand the choices made by so many in uncertain times. We cannot change the past, but we can be open and honest about what has happened, allowing us all to work together to find improvements on things that are pre-existing and still affecting us all today.
The British Army has created a library of resources for secondary schools. To access its Remembrance resource, visit https://tinyurl.com/ye2928v7