More isn’t enough
Written by Charles Golding
Charles Golding is a creative director and filmmaker, a disruptor with a passion for change.
CARGO, Charting African Resilience Generating Opportunities, was launched in 2018 to address the lack of inspiring African and African diaspora narratives in education. Since then, awareness has been raised of the bias in representation in the current curriculum.
In the wake of the resurgence of the Black Lives Matter movement in 2020, many groups and organisations have sprung up to address the inequality and lack of diversity in business and education. We cannot be sure whether these organisations were echoing the zeitgeist or capitalising on the moment. Either way, we are now in an unprecedented time where diverse resources and educational tools are available on a scale unimaginable a few years ago. From major publishers, academics and celebrities, it seems many people have thrown their hat into the ring to help address the perceived lack of Black history within our classrooms.
When CARGO began its journey into the world of education, we made a number of conscious decisions that would help define our focus and ambition. As Lawrence Hoo, CARGO co-founder recounts in the BBC documentary The Classroom Revolution: “At school, we weren’t taught white history.” This is an important distinction with the language we use to describe our work.
We choose not to categorise the material we created with the binary simplicity of racial politics. We put language at the heart of our material. For example, we use ‘of African and African Diaspora heritage’ rather than ‘Black’; ‘of European heritage’ rather than ‘white’; ‘enslaved people’ rather than ‘slaves’. Our choice of words help to humanise often dehumanised narratives and define our direction.
Another important distinction is our focus on engagement. We do not want our material to feel like a traditional classroom resources. We approach the creation of CARGO Classroom resources with a desire to create material that will engage, educate and entertain.
Beyond our drive to address the inequality within the secondary school system was a realisation there was a need to energise and enrich the dusty and often antiquated environment of teaching in schools. We understood there was a void beyond racial inequality that spanned generations. The traditional institutions that have governed the distribution of educational material are no longer fit for purpose and have become out of touch with the needs of today’s students. Pupils are demanding change, and all too often, are taking control of their own learning. Due to this demand, we are now developing KS1 and KS2 primary school resources as an addition to the CARGO Classroom KS3 secondary school resources currently available.
No longer can the current frameworks and structures that have governed learning be adequate to fulfil the ideals and aspirations of the coming generations. We want to create materials that would be appropriate for children raised in the age of mass media and gaming. In an environment where information is more accessible than ever before, we know it is important to elevate our material to compete with the ever-changing landscape of digital media.
The CARGO Classroom resources utilise rich, illuminating content from contemporary illustrations, engaging narrative poetry and cinematic videos. We acutely realise the importance of broader representation within teaching and the cross-cultural gains that can be made through a deeper knowledge and understanding. However, the information is only part of the puzzle with the method of delivery and context of the learning being equally as important if we are to inspire engagement and retain learning.
As part of the BBC’s ‘Classroom Revolution ’ documentary, Lawrence visited two children who had been excluded from mainstream education. These students were categorised as hard to reach and subsequently hard to motivate and engage. Their teacher, Rebekah Leese, decided to structure an activity around one of the CARGO Classroom lessons. What you don’t see in the film is as the lesson continues, tutors from other classes gathered in the corridor in amazement as they attempted to look through the windows of the classroom. They couldn’t believe the children stayed engaged for as long as they did. Rebekah remarked: “We are lucky to maintain their concentration for 20 minutes; they were engaged for over an hour.” We now understand one of those students is pursuing history as a subject for further study. Obviously not every classroom will benefit from such a monumental learning experience as a result of CARGO Classroom resources. However, the context and delivery of resources should remain at the forefront of our desire to rejuvenate the landscape of modern learning. It isn’t enough to just supply the material and tell different stories, it’s about how you tell those stories and how we can maximise engagement. We are not interested in ticking boxes; we are here to pull down barriers and broaden ambition.
For more information about CARGO Classroom, please visit www.cargomovement.org/classroom
Being the teacher that I never had...
Written by Craig Weir
LGBTQ+ Educator, Consultant and Safeguarding Lead
People often ask why I became a teacher. The answer – to be the teacher that I never had.
My own secondary school experience was tough. I lived in a small town off the west coast of Scotland where social status was defined mostly by what football team you supported: Rangers or Celtic. My lack of interest in either team made me an outcast to the boys in P.E, leading to me being picked last for all sports and seen as less alpha. It was obvious that the boys quickly assumed that I was strange because I didn’t see football as the most important thing at that point. It wasn’t that I wasn’t interested or good at sports; the assumption was that I was different because I couldn’t participate in the locker room “banter”.
This was the start of the multiple years of being bullied for being a “fag”, “gay boy”, “poof” or “bender”. These words were hammered into me daily from what felt like many and most of the boys. Instead of reporting this, I decided to hide my upset for the fear of looking weak and upsetting my family. It was, in fact, my cousin who spoke up when they witnessed the unkindness of their own friends towards me. When my mother finally asked the school to step in and help, they really could not and did not do much. The school were confined by the section 28 legislation that banned the promotion of homosexuality; I still struggle with this now. Unfortunately, the school did not act with speed or strength, which led me to absorb similar abuse throughout most of my school years. In all honesty, I think I’d struggle to write how I really felt at this time. In fact, this is a time that I have lost as it feels better to have “forgotten” what really happened. What I do know is it does – and did – get better.
On leaving school, I trained in musical theatre at a very famous drama school in central London. The fact that I was moving hundreds of miles away from the pain was comforting. I was a real-life Billy Elliot and finally recognised myself and sexuality in others around me. This eventually led to me working in theatre, television and film with some of the biggest names in the industry. I never thought I was going back to secondary school… ever.
Like others, I found the pressures of work got to me and my love for an industry was being destroyed by the conditions I worked under. I was constantly showing poor health and was “blue lit” to hospital after a suspected brain aneurysm which was in fact stress. I hated my job, the hours, and the fact it was destroying one of my biggest loves – the theatre. I also felt too proud to admit that this wasn’t for me. I was worried that I had failed. Again, I was worried that I would upset others and seem weak.
With the support from my partner and my family. I quit my toxic career and retrained as an English teacher. Why? This went back to the hope that I could support someone in a way that was never available to me.
I now work at a comprehensive school in South London. The school has a large focus on sports and it could be said it’s pretty alpha in many ways: competition is very important.
As an English teacher, I went back into the closet and kept my private life private. Some of my colleagues were aware and encouraged me to be open publicly within the school. For some reason, I just could not do it and I didn’t know why.
I now want you to imagine a Wednesday afternoon. I was teaching Romeo and Juliet and Mercutio has just started the “Young Hearts Run Free” scene in Baz Luhrmann’s movie version. My class was overrunning; another class were waiting at the door ready to come in. It was a busy corridor. As I released my class, the popular girl in year 8 was at the door – strange because I did not teach her. This is the girl that can command the attention of her peers in a breath. I’m sure you know the type. Anyway, she knocks on the door asked loudly:
“Sir, are you gay?”
In all honesty, I was shocked by my reaction and shocked by her direct question. She repeated:
“I said sir, are you gay…?
My reply… “no”.
Why did I reply with this?
I then had to teach my next class with a racing heart, struggling to catch my breath, sweat pouring down my face and barely able to think clearly. I was not prepared for the question about my sexuality. I was not prepared to be transported back into the boy who stood in school feeling terrified of the question that I didn’t know the answer to.
After this experience, I thought for a long time about why I had replied “no”. I was mortified and hurt at my response. Why did I go back “into the closet” after 15 happy years out of it?
My colleagues have been brilliant; my leadership have been even better. They understood the pain and allowed me to speak. They allowed me a safe space to decide what I wanted to do.
This year, I decided to tackle this trauma myself. I was going to try to be more forthright. This started with a quick chat about equality with my year 8 class. When they asked me about my wife, I quickly corrected them and said I had a male partner. None of the students had much of a reaction but, for me, the feelings of worry and trauma came flooding back. However, I knew that this time it was on my terms.
I had started to feel empowered and more authentic. I knew that by being in control, my history and identity could be used as a positive rather than negative. So, I and another colleague decided to run the LGBTQ+ club in school. Doing this with another member of staff made me feel safe and supported. The school honoured the decision to have two members of staff on this club as they knew the support we gave one another was important. I could not have done this without her.
LGBT+ History month came round and, as Heads of Year, we both knew that we’d like to deliver an assembly to our year groups on allyship and the history that came before us. Eventually, this turned into a whole school assembly that was delivered to every year group across the week. Honestly, I was terrified. I was ‘outing’ myself to every student and staff member in the school. Starting with the Equality Act, I informed the students that I was delivering this assembly as a gay man. I could feel myself becoming emotional and I’m sure this was obvious to the students too. I was numb and couldn’t speak anymore but the band-aid was ripped off. My colleague was my hero in this moment: in all 5 assemblies she stepped in and swiftly carried on until I could compose myself to continue.
Every assembly got tougher, despite me thinking they’d get easier. I started to see myself as vulnerable again. As the year groups got older, their reactions became louder – particularly the boys, who presented with a mixture of shock, laughter and smiles. This made me feel exposed but my hope was that my pain would be far less than the gain for the students who needed to hear this.
The assembly was received well. Children I’d never met before were saying hello to me. It was positive.
Was there a negative? Yes. I remember a teenage boy stirred up a small anti-ally party in one of his lessons immediately after the assembly. The teacher, of course, had my back and had him removed immediately. Nevertheless, I remember this more than I remember the positives. Recently, I’ve had an experience of another boy miming certain physical acts that he thinks are related to me. Sadly, both obvious negatives here came from boys, boys that are respected and known by their peers. Whilst this could be another trauma trigger… by releasing my pain and worry, I have realised, I’ve gained strength.
Honestly, I have no idea if my experience or honesty has helped anyone at school. What I do know is that I have helped me. Would I have done things differently? Absolutely. However, when we struggle with pain or trauma, I truly believe we can only do our best in that moment. I have amazing friends and colleagues who have supported me in being honest, transparent, and visible. Hopefully, this visibility will help someone else one day.
Why Don’t We Talk About Intersectionality in Schools?
Written by Dr Jo Trevenna
Dr Jo Trevenna has over 20 years' experience of educational leadership from early years to post-graduate level. Her ongoing academic interests centre on Leadership and EEDI. Her company, Potential Education, offers leadership reviews, support and training and EEDI-focused school support.
There can’t be many of us still thinking that human identity is singular. Right? Aren’t we a combination of diverse characteristics that create and impact on our existence? Expectations and assumptions around combinations of characteristics are increasingly illuminated in societies, with light thrown on those who experience multiple discrimination and shade thrown on those who discriminate against those with different combinations of characteristics. The complexity around identity is foregrounded in explorations of intersectional discrimination. Yet intersectional disadvantage is not generally a focus for English schools.
Why?
Is it a lack of understanding and awareness or the lack of external accountability?
The Law
Critical awareness of the vulnerabilities faced by those with exact combinations of identity characteristics was first associated with the legal work of Kimberlé Crenshaw which looked into the discrimination experienced by African-American women in terms of ‘intersecting patterns of racism and sexism’ (Crenshaw 1991, p1243). Crenshaw asserted that anti-discrimination legislation in the United States did not actually protect African-American women because, when making legal claims against an employer, this particular group had to choose between a focus on either their race or gender, even though the discrimination they faced came at the ‘intersection’ of these two identity characteristics.
Section 14 of The Equality Act (2010) recognises the potential for discrimination pertaining to ‘combined discrimination: dual characteristics’ (Legislation.gov.uk 2010). The focus here is limited to direct discrimination against the combination of only two characteristics. More significantly, Section 14 has never, in fact, come into force. It just sits there in provisional status.
As it stands, therefore, the law does not adequately protect against intersectional discrimination and, in terms of English schools, there is no legal imperative to tackle intersectional discrimination.
Publicly Available Data
Published performance table data is hugely significant for schools. The first stage of the high profile ‘school and college performance measures’ website offers only a single-axis approach to pupil data. Some basic intersectional data is available on the ‘Explore Education Statistics’ section of the platform relating to ethnicity and disadvantage, disadvantage and gender, SEN and ethnicity. However, the data remains on cohort numbers and does not provide any information which may indicate the impact of those intersections on pupil academic performance, exclusions/suspensions and attendance. FOI requests can be made and the GOV.UK website also offers the facility for researchers through its new Grading and Admissions Data for England (GRADE) service. This service may be a significant step forward in terms of higher level transparency but it does not provide readily accessible data to the public on intersectional discrimination affecting pupils.
Data revealing the intersectional factors affecting pupils is available to school leaders and governors, local authorities and Ofsted via the ‘Analyse School Performance’ (ASP) secure access platform. Filtering mechanisms enable reports combining specific pupil characteristics, eg: boys with SEN, and scatterplot graphs make it relatively easy to identify patterns of underperformance because of key combinations of protected characteristics thereby highlighting potential impact of discrimination and flagging up need to address. Another school performance document is the Inspection Data Summary Report (IDSR), which is accessed on the secure ASP portal. The IDSR is a key document for Ofsted Inspectors when preparing to inspect a school and informs initial discussions with headteachers. Like the ASP tool, the IDSR does provide schools and Ofsted with a retrospective mini intersectional tool in its coding on scatterplots of the progress and attainment of pupils by binary gender classification and SEN status and deprivation status. However, there is no public access to this data.
To sum up: disadvantages experienced by pupils with specific combinations of identity characteristics in English schools are not readily flagged in publicly published school data. Perhaps Ofsted, which does have access to this anonymised intersectional data via the ASP and IDSR, has the potential to be the driving force in helping schools engage with intersectional discrimination.
Taking a sample of 68 Ofsted Section 5 inspection reports published in a six month period (not including those which inspected an already ‘Good’ school), there are only references to single-axis identity characteristics. In this sample, Ofsted, as the key inspection mechanism for schools, does not engage with the impact of intersectional discrimination on pupils. The lack of referencing in this sample of reports is not surprising given that Ofsted’s School Inspection Handbook only relates identity characteristics on a single-axis framework.
As it stands, then, there is no legal accountability, no easily accessible public data to enable transparent exploration of the impact on pupils and little Ofsted engagement with intersectional discrimination and disadvantage. Right now, without the external accountability structures, it is the choice of school leaders whether or not to adopt an intersectional approach to their schools. Given that most of us agree that identity has multiple components, it is surely time to explore how an intersectional approach can throw light on intersectional disadvantage and discrimination and therefore help schools to tackle it head on despite the lack of an external accountability framework.
On Disability #IDPwD2022
Written by Matthew Savage
Former international school Principal, proud father of two transgender adult children, Associate Consultant with LSC Education, and founder of #themonalisaeffect.
“My own heart let me more have pity on; let
Me live to my sad self hereafter kind,
Charitable…”
(Gerard Manley Hopkins)
In many ways, I have enjoyed my return to face-to-face consultancy, and to the buzz, warmth and joy of human interaction. However, I have also realised something else: on Zoom, I was not disabled. On Zoom, I could still walk and run, swim and cycle. On Zoom, I did not need my wheelchair, crutches or mobility scooter to move around. On Zoom, nobody would have known I was any different.
In recent months, I have been to restaurants with friends and colleagues, and I have developed an interesting habit. As soon as I am seated, I ask that my scooter and crutches are taken away out of my view and the view of others. I do the same when I am speaking to an audience too. Somehow, I seem to think that, if my disability is hidden from view, it will no longer exist.
When I first became ill, the talk was all of diagnosis and recovery. Medics were optimistic, and friends and family still asked that I “stay positive”. However, with time, the medics started to lose hope, and friends and family, not knowing what to say, chose, instead, to say nothing. It feels increasingly like my present has become my future, the two intertwined.
Although often relentless and ablaze, my pain is silent: mixing medication and mind muscle, I try to ensure that nobody knows. Similarly, I have managed to mask my encroaching stammer so far, although I know I will start to lose that battle soon. But people see my inability to walk before they see me; and, therefore, try as I might, it cannot be hidden.
This has presented me with a problem. As my disability becomes my body, I cannot be ashamed of one without being ashamed of the other too. Like many who have survived childhood trauma, I have a lot of shame, but I have realised that I cannot be ashamed of my disability. And that, as long as it is a guest in my house, I must welcome and embrace it as myself and, in so doing, love it too.
#DisabilityAwareness #DisabilityPride
Desire to study diverse drama and playwrights in schools not matched by current educational landscape
Written by Margaret Bartley
Editorial Director for Literary Drama at Bloomsbury. Since 2002 she has been the Publisher of the Arden Shakespeare and now has editorial responsibility for Bloomsbury's digital platform Drama Online, the Methuen Drama imprint, and the Arden Shakespeare. She is Bloomsbury’s representative on the Lit in Colour Advisory Board and sponsor of Bloomsbury Academic’s Diversity, Equity and Inclusion working group.
90% of drama texts taught at GCSE and 96% at A Level English Literature are written by white playwrights
New research released today by Bloomsbury Publishing, through its Methuen Drama imprint and as part of its Lit in Colour programme, illustrates the popularity and contradiction of teaching drama texts for English Literature at GCSE and A Level in today’s secondary schools in England and Wales.
Drama (excluding Shakespeare) is not compulsory in the GCSE English Literature specification, yet 93% of teachers who responded to Bloomsbury’s survey choose to teach a drama text to a GCSE class. Under 2022 curriculum specifications, drama texts by white playwrights account for 90% of drama texts taught at GCSE and 96% at A Level English Literature. This contrasts with 93% of teachers who said they would like to see a more ethnically diverse range of writers offered by exam boards. This desire from teachers is met with student demand. Of the teachers surveyed, 65% said there was a demand from their students to study more ethnically diverse writers.
Launched in 2020 by Penguin Books UK, alongside race equality think tank The Runnymede Trust, the Lit in Colour campaign aims to support UK schools in diversifying the teaching of English and to increase students’ access to texts by writers of colour and from minority ethnic backgrounds.
Bloomsbury’s Methuen Drama imprint has a world-class play portfolio and playwright relationships that complement and expand on the original Lit in Colour campaign. The programme’s aim is to introduce new plays to the curriculum, offering students access to more diverse, representative and inclusive work, opening up the ways in which all drama texts can be studied, creating new ways to explore plays and contributing to wider discussion and representation in the classroom.
Other findings from the research illustrate the important role drama plays within English Literature at secondary school study:
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- There are currently just 2 drama set texts by Global Majority writers available at A Level English Literature
- With the right support and resources in place, 84% of respondents said they would be likely to choose a new drama text for GCSE English Literature
- We asked teachers about the support they need when teaching drama set texts: the top three resources listed were recordings of performances (67%), model student answers to exam questions (65%) and resources on social/cultural context (57%)
- 66% of survey respondents said they would like more support to teach texts that tackle issues relating to race or ethnicity
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- 0% of students answered an exam question on a play by a Global Majority writer in England in 2019*
- In England in 2019*, 79% of GCSE English Literature candidates answered an exam question on a drama text, 349,337 students (65%) answered a question on An Inspector Calls in 2019 assessments
Margaret Bartley, Editorial Director for Literary Drama at Bloomsbury, commented: “The landscape of teaching drama in English schools has remained largely unchanged. Our research shows that there is real appetite for change and that publishers, theatre makers, examiners and teachers need to work together to deliver change to the curriculum. If we empower teachers to switch texts with confidence, students can continue to benefit from the positive impact and influence of studying plays. In the future, those plays will better reflect the student cohort and ensure students see themselves represented in the texts they study. Bloomsbury is committed to playing our part in delivering this change through our proactive programme of new play text publishing, supported by the resources teachers and students need to study and enjoy them.”
Change is coming – what should the future look like?
Real change is coming. Just two years on from the Lit in Colour campaign, efforts are being made by all five major awarding bodies in England and Wales to diversify the set texts within both GCSE and A Level specifications for English and Drama. By 2025 English Literature students in England and Wales will have the option to choose from 10 new modern play texts by writers of colour at GCSE and A Level.
The importance of live performance
Drama can be more accessible than other genres and many enjoy the interactivity that the format brings. A 2015 curriculum change to English Literature removed the necessity for a student to watch a live production, leading to systemic changes in the teaching of drama texts as part of the English curriculum, which are difficult for teachers to counter.
Teaching drama as an experience through live performance is critical in the successful introduction of new plays. When diverse texts are performed in theatres and included on the school curriculum, more could be done to engage with the playwrights themselves. There needs to be more opportunity for playwrights to talk about their work and context, and for schools and teachers to engage with playwrights directly.
Having access to staged performances through services such as Bloomsbury’s Drama Online, which has collections of filmed live performances including those from the National Theatre and Shakespeare’s Globe, is vital to bringing teaching to life, inspiring debate and illustrating what the author or playwright is trying to convey.
Empowering teachers to take a different approach
The research shows a clear desire among teachers to expose pupils to a diverse range of literature, driven by the need to reflect the student cohort and ensure students see themselves represented in the texts they study. There is also a desire to share diversity of thinking and hear voices other than their own. Importantly, this needs to represent a variety of backgrounds and to portray a range of lived experiences including, but not limited to, race-related issues.
Introducing new play texts to the classroom is a big undertaking and requires time and energy from teachers who are already stretched and time-poor. It is clear that teaching a new text is a significant undertaking for teachers who need to create new schemes of work and lesson plans, and research the text’s critical and performance history. Research responses show that teachers prefer to refer to past papers and evidence of the approach taken in assessment for benchmarking their teaching plans. This understandably means teachers often choose to teach the familiar and reliable options with which they have had positive learning and exam outcomes in the past.
Giving teachers the tools they need will empower them to teach new texts and approaches with greater confidence, helping them achieve the success they want for their students.
Teachers also told us that they have more freedom at Key Stage 3 (KS3) to choose diverse texts, as the curriculum is not limited by exam specifications. Teachers can therefore introduce drama texts from diverse writers at KS3 and build confidence in the teaching of these texts, before being limited by exam specifications at higher key stages.
There is also an opportunity to teach the familiar set texts differently, while they remain on the syllabus, by reframing how they are taught. Alongside new texts from diverse writers, existing texts can be taught through a different lens that resonates more with today’s students, such as gender, identity or class. Given the predominance of plays like this, reframing the way established canonical texts are presented offers teachers and students enriching ways to engage with them alongside newer texts.
Methodology
This report draws on research from multiple sources: a quantitative survey, in-depth interviews, roundtable discussion and desk research. Participation was entirely voluntary. Research was carried out by independent research company Oriel Square Ltd and supported by Insightful Research. The online survey, carried out in June 2022, targeted teachers of GCSE English Literature in England and Wales. Of the 141 respondents, 16.3% identified as Black, Asian or of Multiple Ethnic background, compared to 10.4% of teachers in England. Interviews were conducted with a sample of four teachers, selected either because they were taking part in the Lit in Colour Pioneer Pilot programme, ran in partnership with Pearson Edexcel, or because they had responded to the survey and agreed to take part. As a response to the teacher research, Bloomsbury, the National Theatre and Open Drama UK hosted a roundtable discussion with stakeholders from publishers, awarding bodies, theatre organisations, and practitioners, authors and playwrights to discuss how the drama and theatre community could support schools with the teaching of diverse drama texts.
*2019 assessment data was used in the research as the most reliable data, as COVID-19 interrupted live exams data and 2022 data is just being published
Media enquiries: to Ginni Arnold, Head of Corporate Communications at Bloomsbury on ginni.arnold@bloomsbury.com or 07968730247.
Editors’ Notes
Bloomsbury English and Drama for Schools list includes:
- The popular Student Edition series and GCSE Student Editions and Guides featuring plays for more than 14 core set texts for GCSE and A Level English Literature and Drama such as Blood Brothers, A Doll’s House, DNA, The Crucible, and An Inspector Calls.
- The Arden Shakespeare Third series for A Level and beyond, and Arden Performance Editions for performance and study.
- The RSC Shakespeare series, including The RSC Shakespeare: Complete Works and 36 individual play editions.
- New Mermaids series for classic play editions including Doctor Faustus and The Duchess of Malfi.
- The ever-growing Plays for Young People series which offers age-appropriate plays by a diverse selection of contemporary playwrights for young people to perform and study.
Find out more at Bloomsbury.com/DramaForSchools and @MethuenDrama
About Bloomsbury
Bloomsbury is a leading independent publishing house, established in 1986, with authors who have won the Nobel, Pulitzer and Booker Prizes, and is the originating publisher and custodian of the Harry Potter series. Bloomsbury has offices in London, New York, New Delhi, Oxford and Sydney.
About Lit in Colour
Lit in Colour was launched by Penguin Random House and The Runnymede Trust in October 2020. The campaign aims to ensure English literature better reflects contemporary culture and society, to increase understanding around racial equality and to give students access to a diverse range of authors and books.
Lit in Colour published a major piece of research: https://litincolour.penguin.co.uk/ Diversity in Literature in English Schools in June 2021 which reviewed the current state of play in English Literature education and made practical recommendations for change, carried out by an independent team at Oxford University’s Department of Education.
Find more information at penguin.co.uk/litincolour and @PenguinUKBooks
About The Runnymede Trust
The Runnymede Trust is the UK’s leading independent race equality think tank. We generate intelligence to challenge race inequality in Britain through research, network building, leading debate, and policy engagement.
Runnymede is working to build a Britain in which all citizens and communities feel valued, enjoy equal opportunities, lead fulfilling lives, and share a common sense of belonging.
In order to effectively overcome racial inequality in our society, we believe that our democratic dialogue, policy, and practice, should all be based on reliable evidence from rigorous research and thorough analysis.
@RunnymedeTrust |runnymedetrust.org
Working with Gypsy, Roma, and Traveller Young People
Written by Karen Self
Karen joined the NYA in late 2020 as a Youth Work Specialist. She is a JNC professionally qualified youth and community worker and qualified trainer. Karen has worked in the youth and community field for over 25 years, including managing and leading activity across a range of sectors and environments.
Karen Self, Learning and Development Manager, National Youth Agency, describes why she is so passionate about the new Gypsy, Roma and Traveller CPD course for youth workers and others working with young people looking to ensure their services are inclusive.
‘’The most important piece of advice for any youth service hoping to engage with young Gypsies, Roma and Travellers is to go out and meet and talk to the young people, their families and others in the community.’’ This statement, from our recently launched CPD course ‘Working with Gypsy, Roma, and Traveller Young People, might seem obvious if you’re a youth worker, but how well do you really understand Gypsy, Roma, and Traveller communities?
Perhaps you’re already working with Gypsy, Roma, and Traveller young people but not realise that you are because, contrary to the common misconception, some 78% of Gypsy, Roma, and Travellers in the UK live in permanent bricks and mortar housing (according to the 2011 Census)
Furthermore, do you fully appreciate the challenges the Gypsy, Roma, and Traveller communities face?
This question takes me back to my work directly with young Roma people, as well as managing teams that have worked with the local Roma community. I recall that it was essential that the team gave their absolute commitment to building trusted relationships within the community over a period of months, even years. Yes, we faced many challenges, the young people we connected with were often discriminated against by peers and members of the community, a mutual lack of cultural understanding often led to conflict with other young people, there were also worries about our intentions and our own concerns about the risk of exploitation of Roma young people by others; however, over time the work flourished, and we witnessed many successful outcomes for young people. We found that by focussing on their similarities with other young people – like football, music and dance – we were able to improve relationships and understanding amongst young people and by working with partners in the community and in the local secondary school we were able to tackle some of the more complex issues.
Our work with a group of Roma young people was successful because the lead detached youth worker was knowledgeable about the communities they worked alongside; they always strove to understand their needs and experiences and were committed to developing trusted, yet boundaried, relationships and instilled these values in their team of detached youth workers.
Would a course have improved the team’s and other professional’s knowledge and understanding? Most definitely! That’s why I’m so passionate about the two Gypsy, Roma, and Traveller CPD units the National Youth Agency has produced alongside ODET (Open Doors Education & Training).
The second course provides insights into successful activities to engage young people from the Gypsy Roma and Traveller communities, including.
- The importance of youth work with the community and effective approaches to engagement, social inclusion outreach, diversity, integration, and multi-agency work all with a focus on promoting pride and the visibility of cultures.
- How to identify and analyse participation barrier challenges.
- Examine good practice examples in youth work settings and how to develop inclusive practice in their own settings.
Including case studies, useful templates, and a wealth of resources, the ‘Working with Gypsy, Roma and Traveller Young People’ CPD is a must for any Youth Worker or any other professional working with young people who wishes to provide meaningful, trusted, and inclusive services.
You can access the CPD Parts 1 and 2 on the National Youth Agency website at www.nya.org.uk/academy-cpd/
Normalising Difference
Written by Amrutha Anthony
Amrutha Anthony is a trainee teacher at Basingstoke SCITT (BASCITT).
Difference is daunting.
There are many differences and mine is that I am not British. I am an Indian who grew up in the UAE. This was not a problem by itself. However, I had decided to train to teach Secondary English.
I would be a foreigner teaching English to the English.
The humour was not lost on me, nor were the apprehensions.
However, I was lucky enough my main placement school is also where I’d gotten to work at as an LSA for a few months before my training began. From the very first day my school made me feel like I had always been part of the school community. From my days since I have realised why.
My school hosts a diverse community of both staff and students. Last year, 56% of the students were from ethnic groups, and English was second language to 31% of the student populace. My school’s diversity has been channelled into an attitude of inclusivity that permeates every interaction that happens here. In response to the Basingstoke & Deane Inclusions and Diversity Partnership launched in 2021, the school set up a Diversity Lead. Under her guidance, around 60 students signed up to be EARAs – Equality and Rights Advocates. They were trained to challenge and be upstanders in a gentle way. They were also responsible for training other students formally (assemblies) and informally (personal conversations). The EARAs proposed and piloted workshops for KS3 students on LGBTQ+, neurodiversity, and race. Historically, students also led a sign language workshop that proved quite popular.
School students support all forms of diversity because their own uniqueness is celebrated here. I remember being in a history class last year when they were learning about Black history in the UK. Whilst Black history in the US has become popular knowledge, the UK perspective was entirely new to me; together with the students, I soaked up this new angle in fascination. I found out later that this lesson was a result of the school wanting KS3 curriculum to reflect the histories of all its students. This commitment to year-round inclusivity made the schools Black History Month celebration so much more sincere.
My school is also twinned with a school in Cameroon, by the Portsmouth Diocese to which the school belongs. When it was safer, staff and students had gone over to volunteer; now the school supports the college through fundraising activities. On Diversity Day last year, staff and students were encouraged to come dressed in traditional attire and to take part in an evening celebration of all the ethnicities in the school. This mufti day was made meaningful when all staff and students donated a pound each to be sent off to Bamenda.
Being a single faith school, my school often faces a question from the outside about how inclusive it is of other faiths. Those on the inside, however, have the answers. Before the pandemic, my school hosted a student-led interfaith question time. The students were supported in preparing their answers by the RE department, yet they took the lead in bringing the answers to the student populace. The school also hosts an annual multi-faith trip where Year 8 students visit a gurdwara, a mosque, and a mandir. They come back with their textbook knowledge improved by a real-world awareness of how different faiths practice their beliefs. This awareness is strengthened by the practical steps the school takes to accommodate all faiths. A prime example would be the student-led Ramadan assemblies that remind students to be supportive of their fasting peers. Staff are also asked to make allowances for fasting students and the school shifts other celebrations to ensure they do not miss out. A group of Muslim students make regular use of an RE space to pray during lunchtimes and plans for a Muslim prayer space next to the chapel are soon to be realised.
It has been heart-warming to hear parents talk about how this level of support makes their children feel safe at school. In addition to racial and religious diversity, the school also supports children with additional needs. Last year this was 8% of all students. As an LSA, I had been in classes with many of these students and it was delightful to see how the other children wholeheartedly accepted the SEND children. When the SEND children behave differently or are given additional support, none of the other children bat an eyelid. I have heard a SEND child screaming outside and I have seen my class calmly continue with their work; no one wanted to look out the window or even seem surprised. This to me showed true inclusivity – not just about understanding differences and accepting them, but having differences normalised.
Here at school, it is perfectly normal for me to be different.
Here at school, it is perfectly normal for me to be teaching English.
Here at school, I can grow and learn and the only thing that affects my ability to succeed is the amount of work I put in.
I write this as a student teacher, but I write this echoing the sentiments of hundreds of children who walk in each day. I write this having been cherished and supported by all members of staff. I have only been here for about half a year, but I have never felt so accepted anywhere else. The ethos of the school guides the community in respecting the innate dignity of all human beings. The school way is to ‘walk with each other’ and this is practiced by everyone from SLT to support staff to students.
Inclusive Hiring
Written by Andrew McGeehan
Andrew (he/him) is a trainer/consultant based in Singapore that loves talking about anything DEIJ related and/or cats!
Hiring and recruitment processes need to be reviewed and updated with a lens towards affirmative and inclusive hiring. This is not something that will happen naturally – organisations need to take concrete steps to make it happen. Read on for some tips from Trident!
Pre-Vacancy:
- Organisational Assessment/Analysis – one key component of inclusive and affirmative hiring is that an organisation needs to know what it is looking for. An assessment that highlights current staff demographics can help to identify gaps. This is usually done with an interest in specific identities, such as gender, nationality, race/ethnicity, and age. However, it is important to start looking at other variables as well, such as years of experience, seniority in the organisation, educational background, and salary. It’s possible to find that there is diverse array of experiences and identities in more junior staff, but that senior staff is still overrepresented by straight able-bodied men of majority racial identity. That overrepresentation could be due to those folks utilising their own networks when hiring at all levels, which usually yields people of similar mindset and identity.
The assessment will allow you to ask questions such as “why aren’t we getting applicants from neurodiverse people for senior roles?” “why are all of our out LGBTQ staff not getting promoted beyond middle management?” “how can we appeal to the broadest range of candidates with each vacancy we have?”
- Job Descriptions – it’s time to take a good hard look at the way that positions are communicated to potential candidates. Research has demonstrated that certain words in JDs may encourage/discourage folks of different identities from applying. The inclusion of a non-discrimination statement may encourage folks from underrepresented identities to apply. Including information about insurance coverage, employee networks, commitments to inclusive workspaces, and flexible/hybrid working also encourage people with a variety of experiences and backgrounds to become interested. The exclusion of these items will leave people asking themselves whether or not the job is for them.
For instance, candidates who are part of the LGBTQ community would want to know upfront whether insurance policies extended to same-gender unmarried partners. Providing this information ahead of time would encourage members of this community to see themselves in that particular role; while omitting it (or not having same-gender partner benefits) would discourage this community.
- Diversifying networks for referral – If the same networks are utilised repeatedly when searching for candidates, the same candidate profile will keep showing up. Ask around to identify what kinds of new networks haven’t been tapped into. Many industries have outside organisations dedicated to supporting folks of underrepresented identities. Google is a good friend here! Search for “women in STEM organisation” “LGBTQ bankers network” “people with disabilities in Education” or whatever is relevant for your organisation. Many of these orgs have job boards on their websites and that is a great way to diversify the candidates that will apply.
Simply relying on current employee networks and/or 1-2 major networks in the industry will not diversify the hiring pool. Think outside the box and post the job listing in as many locations as is feasible in order to get the greatest variety of applicants.
Once a vacancy is open and accepting candidates:
- Resume/CV vetting & review – Unconscious bias in the review process is an undeniable reality that needs to be addressed. Study after study in various industries has revealed that just seeing someone’s name will alter perceptions of their hirability, competence, and experience. Unsurprisingly, women, racial/ethnic minorities, and folks who mention being LGBTQ or having disabilities in their resumes/CVs are viewed less favourably than those who don’t. Shielding first reviewers from names (and possibly educational background- there is also bias towards institutions/former workplaces with name recognition) can reduce the chances of unconscious bias playing a role in vetting candidates. Bias can also be reduced if each resume is vetted by 2 folks or candidates are grouped in a variety of ways.
For the greatest variety in an applicant pool, vetting should be done using a holistic rubric and approach. Simply creating a checklist for years of experience, educational level attained, and previous responsibilities again ensures that the pool will remain similar to staff that are already employed at the organisation. It’s important to consider broad categories as well as transferable skills. This doesn’t mean to interview every candidate, but there are many great candidates that are cut out due to rigid checklists and criteria that often cater to majority experiences.
- Interview questions & process – The interview process will tell candidates a lot about the kind of organisation they may be entering. Interview teams should meet prior to any interview. Standard questions (perhaps with some room for deviation towards the end of interview) are a must. I have been part of interview processes where each interview felt completely different; this makes it extremely difficult to compare candidates to one another. A good fusion could be having 30 minutes of standard questions and 30 minutes of candidate-specific questions.
Questions should focus on the candidates’ skills and competencies, as well as getting to know who they are (within reason). It’s important to vet questions for anything that may feel non-inclusive or use non-inclusive language. For instance, asking candidates if they are married, have kids, want to have kids, have been divorced, etc should be strictly no-gos. This is not only intrusive to the candidate, but also can feel non-inclusive for LGBTQ folks; asking about children is often only asked towards women and can set the tone that the workplace is not parent-friendly.
There are many ways to make interviews more inclusive and welcoming. One suggestion I will always give is to provide candidates questions in a written format. I’ve had interviews where I walked in the door and was given the list of questions. This allowed me to follow along, review the question if I didn’t hear it well or got confused, and pace myself with responses. It is also more inclusive for those who may have difficulties with hearing or are visual learners. Depending on the organisation, giving candidates options to have written questions in a different language may be relevant too.
- Interview panels – The makeup of an interview panel will impact the way that the candidate views the organisation. Walking into an interview and seeing people who all seem to have the same identity/background will make candidates feel less confident and it will be difficult for them to see themselves in the organisation. This doesn’t mean every panel needs to have every identity represented; but a variety of perspectives will also help ensure that unconscious bias isn’t creeping into decision making and treatment of the candidates.
Panels made up of folks with similar background/ identities will respond more strongly to candidates that also share those identities. Including folks at various levels of the hierarchy, different genders, different backgrounds, and different communication styles will create situations in which the candidates will get a more well-rounded experience and be seen from various perspectives. Unconscious bias is also something that is easier to notice in others, so a mixed-identity/background panel will also be able to monitor itself for this.
Post interview process:
- Decision-making panels – Similar to interview panels, decisions-makers should also represent a range of identities, roles, backgrounds, and experience levels. This again helps to ensure that decisions aren’t made based on a group with a very similar outlook or set of perspectives. When making a final decision, it can be helpful to review current staff demographics and make-up on that particular team. This can help identify gaps in identity, skill set, type of experience, or any other benefit that the new hire can bring to the team. In general, having multiple staff be part of final decision-making is a good idea- leaving it up to the full discretion of one person allows for bias, stereotypes, and personal connections to distort the process.
- Follow up – Inclusive and affirmative hiring can also include follow-up conversations, such as providing detailed and specific feedback to candidates who were not selected. For candidates who are selected, sharing immediately about the opportunities they will have in the organisation, such as same-sex partner benefits, access to employee networks, a mentoring program for women, parental leave packages, and whatever else the organisation offers can be a strong way to demonstrate the commitment to inclusion and help folks to feel connected to the organisation right away.
- Mindset – Throughout all the above ideas, keeping an open and inclusive mindset is key. Inclusion may feel difficult at first, because many folks are not used to thinking in this way- try not to be deterred! The benefits far outweigh the potential challenges. Remember that the intention is to find the candidates who intersect as highly qualified for the role and for whatever contributions they can further bring to the team. This additional contribution may be in the form of their identity, their unique skillset, experience in another industry, or any other number of things.
To connect this back to my opening example, I felt that candidates 1 and 2 had further contributions in terms of being able to connect with a specific demographic of student that needed it. As there were already many other staff & faculty with candidate 3’s demographics, the need wasn’t as strong there. For me, that meant the additional push factor to higher them wasn’t present in the same way that it was for the first two candidates.
To sum up, inclusive hiring doesn’t just happen. It needs to be thought about intentionally and thoroughly. There are many ways to ensure that JDs, resume vetting, interview processes and follow ups are done in ways that are affirming and welcoming to all candidates, regardless of identity. This will help to ensure that most wide-ranging candidate pool is included in searches, which will yield more diverse teams; this in turn will bring more creativity, experiences, and connection to the organisation as a whole and help it to thrive.
What does Remembrance Day mean to you?
Written by Rich Watts
Rich Watts is a qualified teacher with over 10 years’ experience in the classroom, he has an MA in Education from the University of Winchester. He has worked in several roles in schools, including Head of Faculty. Rich left the classroom in 2018 to head up the British Army Supporting Education (BASE) Programme.
When you think of Remembrance Day, what comes to mind? Traditionally, we associate it with wearing red poppies and The Cenotaph. In actuality, it means different things to different people.
So, for 2022 we have developed new, free resources that introduce students to the ways different groups commemorate Remembrance, highlighting diverse voices and experiences. The resources have been designed to encourage students to further explore the vital, unsung role of women as well as members of the LGBTQ+, Sikh and black communities.
The resources have been created for students aged 11-16 across all four nations. They present schools with a fresh and engaging approach to Remembrance Day. Students will learn what Remembrance is, why we come together to commemorate it and the diverse ways that we commemorate Remembrance. Individuals will also develop key skills and knowledge on the topics of similarities and differences.
This year’s resources have been designed to encourage students to think about the parades and memorials they will have seen – perhaps a theatre production too. Students will be encouraged to find out more about The Women of World War II Memorial. It remembers the seven million women who served, either in the armed forces or on the Home Front. And at the Imperial War Museum, visitors can see the Memorial to Black, Asian and Minority Ethnic (BAME) communities who lost their lives to conflicts in the name of Britain’s Empire and Commonwealth.
Students will be asked to think about the different varieties of poppies that are worn to mark Remembrance and their individual significance. Did you know that the Khadi poppy honours the contribution of Indian soldiers to Britain during World War I? And did you know that the purple poppy commemorates the animals that have been victims of war?
Students can further explore subjects touched upon in the Remembrance resources. They will learn about the remarkable contribution of diverse voices standing shoulder to shoulder with Army personnel past and present, including women and members of the black and LGBTQ+ communities. It also includes a Sikh Service pack produced in association with the Defense Network and historian, Gurinder Singh Mann. It allows students to understand the varied contributions of Sikh soldiers throughout the history of the British Army.
Julian James, a design technology teacher in Wales, said: “For too long, assemblies celebrating Remembrance Day have always followed the same outdated format. To mark this year’s poignant event, the British Army is providing schools with a fresh approach to presenting such important, historical information. Its resources feature music, thought-provoking images and stimulate questioning. The Army’s lesson resources are undoubtedly a new way of keeping the tradition of Remembrance Day going, while deepening students’ knowledge of its meaning and relevance to their lives.”
Teachers can download the Remembrance Day resources for free at: https://britishar.my/remembrance
Leaders Like Us
Written by Emily Norman
Emily Norman is the Head of Curriculum and Inclusion for the Church of England’s Education Office. She was formerly a headteacher in central London, an RE consultant and SIAMS inspector.
Our plan to improve representation in school leadership – Church of England Foundation for Educational Leadership
“I really do think that it’s critical that teaching is an inclusive profession. Schools and their leadership teams should reflect their communities and their pupils and I’m absolutely determined to see improvements. I think we need inspiring teachers to represent and motivate pupils from all walks of life.”
Nadhim Zahawi, previous Secretary of State for Education (9.10.21)
This autumn, the Church of England’s Education Office is embarking upon an ambitious project to radically increase the representation of school leaders from UKME backgrounds over the next five years. It is called ‘Leaders Like Us’.
Currently, there are less than 400 headteachers in English schools from UKME backgrounds although there are close to 3 million students. That is a ratio of 1 headteacher to over 7,000 UKME students (data from Professor Paul Miller, Institute for Equity). The effect of this is that the children and young people in our education system are not seeing themselves reflected in the leadership of their schools. This affects their ability to view themselves as future teachers or school leaders, and decisions about the curriculum they study, pedagogical approaches applied in the classroom, how their behaviour and wellbeing are supported and/or managed are all made by teachers and leaders without their lived experience.
Research tells us that the impact of teacher and school leader representation on students is significant; their attainment and likelihood of progressing to tertiary education is exponentially higher. Their exclusion and suspension rates decrease. Their future aspirations are higher because ‘if you can see it, you can be it’. (A phrase used, for example to describe the impact Nichelle Nichols’ NASA campaign had on Dr Mae Jemison – the first black female astronaut in space).
And why is this so urgent and necessary?
Data released this summer about school exclusions shows that pupils from a Gypsy and Roma background (18 in every 10,000), followed by those from mixed white and black Caribbean backgrounds (12 in every 10,000) had the highest rates of exclusion in the country. This is much higher than the rates of their White British peers (5 in every 10,00). Permanent exclusions and suspensions in England, Academic Year 2020/21 – Explore education statistics – GOV.UK (explore-education-statistics.service.gov.uk)
Attainment in this country also shows similar patterns, with White British students attaining at national average in primary SATs tests (65%) and GCSE Progress 8 (50%) while black Caribbean and mixed white/ black Caribbean students achieving below average (56% and 59% respectively for SATs and 44% for Progress 8). https://www.ethnicity-facts-figures.service.gov.uk/
Knowing the significant impact that representation amongst teachers and school leaders can have, we have a moral imperative to secure significant increases that result in the 1/3 of pupils who come from UKME backgrounds seeing themselves reflected in the classroom.
Is this only about improving outcomes for pupils?
The Church of England’s vision for schools – a vision for human flourishing and ‘life in all its fullness’ – is absolutely for the pupils in our education sector. Each and every one of them. But it is also a vision for flourishing staff and adults. Our UKME teachers and leaders should have every possible opportunity to progress, achieve and thrive in our schools.
Data, however, shows that teachers from UKME backgrounds are much less likely to progress to senior positions within their schools than their white peers, becoming increasingly under-represented the further up the ladder you go. The recent NFER report highlighted these issues, showing that rather than improving over the last few years (given all the DEI initiatives taking place), there has in fact been a decline in representation: Racial equality in the teacher workforce – NFER
We must do all we can to nurture the ambition and confidence of our UKME teachers, whilst intentionally removing the barriers and obstacles in their way, so that they can develop into leadership roles that enable them to flourish. We must proactively create school cultures which enable progression, the ability to excel and shine and be seen, places of true belonging. That goes far beyond mission statements, slogans and DEI action plans; it is about living and breathing diversity and inclusion – rooted in the core belief that we belong together and until everyone is flourishing, no one truly does.
Furthermore, research shows us what we probably already know – that diverse teams drive up effectiveness, creativity and innovation within their organisations (see Why Diverse Teams Are Smarter (hbr.org)), which can only be good for the education sector. Our pupils need to be taught by diverse teams. Our schools need to be led by diverse teams. Our society needs to be transformed by diverse teams.
So what can we do about it?
We know we have to address this issue with vigour and urgency. Our ‘Leaders Like Us’ programme seeks to double the existing number of headteachers from UKME backgrounds over the next five years. It utilises the research around what we know works in the recruitment, progression and retention of UKME school leaders (from e.g. Miller 2020), as well as our extensive networks of schools (the Church of England represents 22% of the sector nationally and up to a third when combined with the Catholic sector, with whom we now deliver the NPQs) from which we aim to recruit both participants and mentors to host and support those participants.
This isn’t to say it is just a church school programme for church school people! Like with all our programmes and networks, ‘Leaders Like Us’ is open to anyone who would like to learn and develop within a values-led environment which is built upon Christian foundations and is utterly committed to serving the common good.
The programme has four strands: access to accredited training (such as an NPQ or the excellent Aspiring Heads programme), shadowing an experienced headteacher in another context, mentoring to support progression and networking together as a cohort of leaders. It has been devised by successful UKME headteachers, drawing upon their own experience to devise a programme which is grounded in research.
Professor Paul Miller wrote in 2019: ‘Doing race equality in schools is serious business that requires courage and the moral use of power that extends beyond sympathising to taking actions.’
‘Leaders Like Us’ is our call to action for schools, dioceses and trusts all round the country to sponsor an applicant, talent-spot a future leader, apply to become a host and mentor and to commit to long-term culture change. To have the courage to go beyond sympathy and actually take action!
‘Leaders Like Us’ launches in January 2023. Applications are open now, and the deadline is 11th November 2022. www.cefel.org.uk/leaderslikeus/