Tackling Racism in Schools
Written by Bennie Kara
Founder of Diverse Educators
Sometimes it feels like the world genuinely believes that racism is something that doesn’t *really* exist. Or if it ever did, it is something that you find in the pages of a history book.
But it’s not true, is it?
Over coffee the other day, my friends and I spoke in disbelief about the fact that anti-semitism actually exists. It was almost as if we couldn’t comprehend that people still hold beliefs about Jewish people that come from ancient and medieval ages. Disbelief that the politicians we look to might also hold those beliefs. The ridiculousness of it had us laughing. But for one of my friends, it wasn’t even remotely funny. She’s Jewish.
I shouldn’t be surprised. In teaching, you only need to scratch the surface of any school environment to hear and see things that make a snowflake like me clutch my chest in horror.
You want to hear?
“I don’t want to study RS. I don’t want to learn about ninja warriors and postboxes.” Child, it turns out, was referencing Muslim women.
“How am I racist? My mother uses those words all the time. Even my dad says they are ninja warriors.” Child, on explanation that terms used might be offensive.
“There are too many Paki shops in X.” Child, referencing local area.
“He looks like the underside of a shoe.” Child, referencing a black peer.
“His house smells like black people.” Child, referencing a black person’s home.
“I’m not being racist by using the ‘n’ word. I’ve got a black pass.” Child, explaining that he can use the ‘n’ word because he has asked his black friend for a ‘pass’ to use it.
“I called him a terrorist. Because he has a name that terrorists have.” Child, speaking about a Muslim peer.
It goes on. These are recent. From different sources, but recent. And yes, children misunderstand and say things they shouldn’t because they don’t know any different, but if we fail to challenge comments like these, what’s next?
Negative perceptions about race are so embedded in our society that the dialogue about race in schools has to be open and frank.
So, what do we do?
- Don’t shy away from calling out racism and sanctioning. Children and the adults in their lives need to know what the red lines are.
- Explain the impact of the terminology. It helps if you have BAME staff to reference (and I know lots of schools outside major urban centres don’t).
- Pre-empt racism by referencing BAME history and culture in the curriculum. If no one knows anything about Islam other than what’s in the mainstream media, racism will proliferate.
- Visibly value difference. Embed openness and equity into the culture of the school.
- Address common misconceptions – actively deconstruct racist phrases or ideas. Don’t be timid.
Timidity and tiptoeing around the issue doesn’t change societies. Only head on discussion can do that. Let me know how it goes.
We All Need Inclusion
Written by Lesley Berrington
Author of the ‘Hattie and friends’ series of inclusive books. I’m NNEB qualified and former owner of Stepping Stones Day Care Ltd. in Lincoln.
When I started searching for more diverse resources for my nurseries, it was quite easy to find books featuring children from a variety of ethnic backgrounds but disability was just invisible! I found very few story books featuring disability. The ones I did find made the disability ‘special’, I didn’t want that, I wanted to introduce disability without drawing attention to it. It was also important to me that the disability was not mentioned in the text, it was purely incidental so that the character was not defined by their disability. After further research I decided that I could meet this growing demand and Hattie was born!
I created ‘Hattie and friends’ around 15 years ago and, sadly, over that time I’ve seen very little change in the way we present disability in our society. Teachers and Childcare Professionals understand the need and importance for positive images of disability, so my books have been very well received and widely used by them. Unfortunately, I think we still have a long way to go to educate our wider society that books like mine are for ALL children. When I talk to people about my books they often assume that they are for disabled children until I explain the benefits for all children. Yes, disabled children need to see characters like themselves in story books, to give them a sense of belonging, make them feel valued and build their confidence and self -esteem.
My message is that ALL children need to see disabled characters in story books and on television because disability is part of everyday life so it should be included in our media. There are more disabled characters in books and on television than there were 15 years ago but still not enough. I believe every child should own books which include some disabled characters, this will be a small but important step towards improving attitudes to disabled people who face daily struggles from abuse.
Some parents may not have considered being more inclusive when they buy toys, books etc. so we need to raise awareness by having more choice in mainstream shops. How often have you seen disabled characters when buying dolls, puppets, games, jigsaws?
We need to raise awareness and ask – How inclusive is your bookshelf? If children see more disability and they receive a consistent message of respect and acceptance for the differences we have, they’ll see past the disability and understand that we are all unique individuals. Over 8,000 ‘Hattie and friends’ books are now being used to promote positive images of disability all over the UK. This is fantastic but I’d like to see more being bought by parents.
It can be difficult to answer children’s questions about disability so parents may avoid inclusive resources for that reason. We need to educate parents and help them to overcome any insecurities they may have. I’ve written some notes in the back of my book to help, support, and encourage parents to openly discuss any questions raised.
‘’The important message is that all children can be friends and have fun, abilities are not important. All young children accept differences, their curiosity will raise questions and they develop attitudes from the answers they receive. We must show, through our attitudes and actions, that we value all children equally.’’
The Channel 4 programme, ‘The Last Leg’ is a great example of presenting disability in a humorous way that is accessible to all adults. Initially this programme aired during the 2012 Paralympics and was so popular it became a regular show to discuss the news of the week. Their ‘Is it OK?’ segment encourages the public to ask questions without fear of judgement. This is a great way to educate!
During the Paralympic Games we all support Team GB with respect for every athlete’s dedication and determination. It’s a time when sport really unifies the nation and we’re all on the same side. Disability is exciting and cool! Every time I feel excited that this is the push that’s needed to make inclusion go mainstream. Unfortunately, a few weeks later the spotlight is turned off again.
Progress is disappointingly slow!
So, what will the future bring? I truly hope there will be a massive increase in inclusive resources in people’s homes, more disabled people visible in television programmes and films. Not just as a ‘box ticking exercise’ but really breaking down barriers and changing attitudes towards disability in our society.
I’d love to hear your comments.
Website: www.hattieandfriends.co.uk
E-mail: lesley@hattieandfriends.co.uk
Twitter: @Hattiesfriends
Facebook and Instagram: @Hattieandfriendsauthor
How to Imbed Inclusion and Diversity in Schools
Written by Jess Gosling
An experienced international Early Years teacher, blogger and writer. She is currently writing a book for international teachers, 'Becoming an International Teacher'.
I am currently in my seventh year as an international teacher. My students, in the majority, are wealthy Taiwanese. In order to support their learning, I have researched my students’ socio-cultural experiences and their funds of knowledge. Funds of knowledge represent the bodies of knowledge they come to school with: including the information, skills, and strategies which underlie household functioning, development, and well-being (Hedges et al. 189). From these understandings, I know their experiences of diversity and inclusion are quite narrow. Therefore, my process of embedding these concepts begins early, at the start of the academic year. I present my class with ideas of inclusion in a way they understand and that is relevant to them. My starting points allow them to think beyond their own experiences and understandings.
Tackling gender roles
Stories help support concepts of fluid gender roles. From when I very first introduced ‘acting’ our class stories, I emphasized that a name was just a name or label. As there was no gender attached, a boy or a girl could represent a name. So, for example, when the story had a character named Daisy, I would ask ‘Who wants to be Daisy today?’ There were only one or two quizzical looks about this concept initially but now, due to frequent exposure, there is a total acceptance. I feel this is one way in which I can demonstrate how we do not need to be defined by a gender. Addressing these perceptions, rather than attempting to side-step them, is the way forward to transforming ideas.
Discussing cultural differences
When texts are selected carefully, they are able to illustrate a diverse representation of cultures. However, it is important these stories show children following both culturally ‘different’ activities as well as living ‘standard’, everyday lives, similar to the children. Following a book share, we discuss any perceived differences and similarities, encouraging questions. One carefully selected story was ‘Amazing Grace’. This text is about a little girl who wanted to be Peter Pan in a school show. But the fact she was black and a girl was highlighted by her peers, who were unkind to her and told her she could not be Peter Pan. My students were shocked by the peers, explaining that Grace was the best actor for the job. This story was particularly relatable to my children as they understood this concept well as we act in our own shows. I also highlight my own difference, as a fair-skinned person in Asia. I explained how often I am stared at, or my freckles commented upon. I revealed my feelings of sadness and how I do not like people to point out my differences.
Addressing disabilities
I led an assembly where I showed a ‘Sesame Street’ clip featuring a girl with Downs Syndrome. We talked about how she looked and spoke a little differently. The children hadn’t initially mentioned this, as they were more focused on what she had to say (or perhaps watching the ‘big screen’!) I raised the question; how would you feel if people always saw you as different? The children replied that she was just a girl. I said people may point out how she looks and sounds different and they were a little bit surprised by that. I think maybe they hadn’t come across it. By raising awareness of this, my intent was that they start to build upon concepts of ‘right’ reactions in these situations.
Expressing viewpoints
Our class has its foundations rooted in kindness. We allow for differences with our friends and identify how we have different likes and dislikes. I follow their questioning and views. Young children are very curious, discussing these ‘big’ concepts in a safe place is vital. Further, the children know that all ideas are appreciated. This is particularly the case if they express a contrary viewpoint. One example was when we viewed a photo of an African hut. A little girl responded to the photo saying ‘…ooh that looks so dirty’. As a class, we picked the idea apart. We did not judge or reprimand her for this comment but instead we explored her perception and reasons why a house may be built in that way. You can really help support a mindset change through calm discussion. I don’t believe in making children feel guilty for opinion, as they have developed these from socio-cultural experiences and from adults around them. The adult world does not give young children enough credit for how intelligent they are and how much they perceive and listen to others. We, as educators, need to treat them as the capable individuals they are, capable of a growth mindset. Yet, concepts of inclusion and diversity must be revisited constantly to embed the notion of equality for all.
References:
Helen Hedges, Joy Cullen, Barbara Jordan “Early years curriculum: Funds of knowledge as a conceptual framework for children’s interests,” Journal of Curriculum Studies 43, no. 2 (2011): 185–205, https://doi.org/10.1080/00220272.2010.511275.
Sesame Street “What Makes You Special?” 21st February 2015. 1.54-1.20 https://www.youtube.com/watch?v=LrPm7BasRBo
Why Are Pictures of Prophet Muhammed Forbidden in Islam?
Written by Zahara Chowdhury
Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.
I want to make it clear from the outset that pictures of the Prophet and revered figures in Islam are offensive to the Muslim community. My article below addresses the treatment of the event and school culture. This is a very sensitive subject and one I hope I have managed with respect and empathy.
The news surrounding events at Batley Grammar School has sparked a wave of outrage and controversy across Muslim communities and the media. For those of you who don’t know, a teacher was suspended pending an investigation into the alleged use of a cartoon of the Prophet Muhammad (pbuh) in his lesson, which has offended Muslim community members and students.
As a teacher, when I first heard this on the news I personally was not offended, I was intrigued. I was then perplexed as to whether I should be offended as a practicing Muslim. In any case, there are three things I want to clarify:
- Idolatry and depictions of the Prophet Mohammed and other prophets are prohibited in Islam as they are ‘’infallible’ and revered figures, and ‘according to the Islamic faith […] should not be presented in any manner that might cause disrespect for them.’ (Dr Azzam Tamimi to the BBC in 2015);
- A teacher has every right to spark learning and engagement within the parameters set out by the UK teaching standards, their experience, knowledge and understanding of their students;
- In no way are death threats and aggressive behaviour a reflection of Islam.
WHY ARE PICTURES OF PROPHET MUHAMMAD FORBIDDEN?
This is a pretty fully loaded question and let me start by saying the accuracy here is only as good as Google and the references I have sought. Also, as a practicing Muslim, I don’t feel comfortable tagging archives and historical documents of Islamic images here.
There are apparently no transparent references as to why pictures of Muhammad are forbidden in the Quran. However, in the Hadith (quotes, events and experiences from the life of the Prophet Muhammad (pbuh)) it is said that the idolatry and the creation or worship of images is prohibited – it is deemed disrespectful as stated above and the only One able to create is Allah (swt). Of course, Islam dates back to the 7th century, and there are plenty of historical artefacts and pictures where you will often find the Prophet with no facial features. From the beginnings of the Ottoman Empire (13th century) to colonialism tearing through the world, there were fewer and fewer depictions of the Prophet too – whatever way you look at it, whether it be from the perspective of power, history or religious instruction, this is followed by a large majority of Muslims if not all and it dates back to religious scriptures and historical narratives.
I haven’t answered this question in its entirety as it’s not something I know enough about. However, it is something I respect as a practising Muslim, just like I respect the principles and truth of all other faiths too. I may not agree or follow them, but I respect them and I would never want to knowingly offend anyone or any faith. And, I really don’t think the teacher in question did either.
TEACHING AND LEARNING THE UNCOMFORTABLE
In previous blog posts and in the many conversations I have had since launching School Should Be, I am constantly reminded of the glaring gap in our education system when teaching the uncomfortable. Whether that be racism, prejudice, classism, sexism…in this case, religion, adults seem to have a deafening problem with students learning about the uncomfortable. It’s interesting; when I googled ‘learning the uncomfortable’ I was presented with a range of articles from Forbes, Harvard Business Review and a few more all concluding that ‘being uncomfortable’ is the key to success.
These articles all link uncomfortable learning to a new skill and pushing outside the ever-cliched and demonised ‘comfort zone’ (which, I love by the way). As a teacher and a student, I’ve realised the uncomfortable isn’t a new skill, it’s the courage to address, discuss and explore taboo and socially accepted norms that remain unchallenged because of fear.
What this teacher tried to do was teach and enable learning. What the community are doing is in defence of their faith, perhaps triggered by a history of damaging criticism. What the media did was present an angle of Islam tinged with negative bias.
What the school choose to do is up to them – however, it just goes to show the world how multifaceted the role of a school is in the lives of young people, teachers and communities. And as a previous Head of Department and experience on senior leadership, I really do empathise with the decisions they are having to make.
I think back to my time in teaching and the many roles I’ve held in education (including this one at School Should Be). I taught a wide variety of things: To Kill a Mockingbird, Of Mice and Men, a variety of Shakespeare, Austen, Chaucer, alongside writing to argue, writing to persuade, creative writing….all the fun stuff, some might say. There is a great deal in all of these texts that is offensive, but how we manage and respond to that offence is another question entirely – death threats and aggressive behaviour isn’t the answer, unlearning, compassion and allyship is.
It is a teacher’s responsibility to be mindful of the different beliefs in their class. It is also one massive feat.
Should this teacher maybe have checked with parents beforehand, addressed it with their line manager, considered the consequences of displaying this image, and the context of recent events? Probably. Do they deserve to be threatened, cancelled and potentially used as a scapegoat? Absolutely not. There are now several articles reporting on this event and I’ve read through a few too many of them. What I’ve concluded is that this teacher is sincerely apologetic, did not mean to be provocative, in no way wanted to offend anyone and if anything, wanted to encourage a healthy debate.
Was the teacher’s use of the image offensive?
For Muslims, yes. As a practising Muslim student and parent however, I would’ve liked to have been consulted and perhaps discussed the images as opposed to presenting them on the board. Bottom line is we all make mistakes in our professional careers and I hope this teacher is supported by their school and given the chance to learn and reflect on this experience. Islam is a forgiving and compassionate religion; in my opinion, this teacher deserves that.
NEGATIVE BIAS AND ISLAM
Death threats, aggression and threatening behaviour are in no way reflective of the Islamic faith or any faith for that matter. Someone once said to me, religion is only as good as the people who practice it. I think that’s a very weak argument, but one that is valid as it just comes from a different lived experience. As a practicing Muslim, the truth of my religion is more powerful than any individual or ‘people’ – those choosing to practice it in ill faith, or in my opinion, use the religion to front their aggression are the problem, not the religion.
Unfortunately, the images of the protestors and the response from community leaders have been presented in a negative light. I won’t lie, when I first saw the video footage and images, I was disheartened by yet again another media debacle, which only serves to fuel the negative bias around Islam. However, I can equally sympathise with the protestors – and I really hope you have the patience to reserve judgment until the end of this piece.
My earliest recollection of my religion in the media is the event of 9/11. I’m not going to go into detail, but ever since several reports, films and the like have always presented Islam and Muslims in a rather negative light. I’m not going to explain why or how, or go into the nuances, because frankly, it’s exhausting to constantly justify the way a POC feels – or in this instance, a person of faith. I’m not somebody who is easily offended, but I am someone who cares and is deeply compassionate. If you are too, then please understand that although the threatening behaviour is absolutely wrong, the hurt and anger around the events at the school come from a place of historical exhaustion and pain.
Many Muslims may have seen the teacher’s actions as another way of presenting Islam in a negative light. Why that image? Why not just a discussion? Why were parents not consulted? I am in no way condoning the threatening behaviour, but I think if we all want to live in a peaceful world (the idealist in me can only hope) we have to at least try and see where people are coming from and figure out a way to live in harmony with different viewpoints – not continue to antagonise and polarise.
When it comes to schooling, teaching and learning, approaching education with an open mind, without fear and I guess, with the knowledge you may cause some form of discomfort and controversy is important. Is it possible to cause offence? Of course! However, being offended and how you respond to offence is something to learn too.
I don’t want students to be scared of asking questions, to rely on social media for knowledge or to live in fear of their opinions. If anything, it’s important to just approach all discussions from a place of empathy, compassion…and sometimes (if not most), sheer common sense.
References:
https://www.bbc.co.uk/news/magazine-30814555
https://hbr.org/2019/08/learning-is-supposed-to-feel-uncomfortable
https://nypost.com/2010/01/10/jihad-jitters-at-met/
Please join our upcoming SSBChat event to discuss how to have conversations about religion in the classroom via Zoom.
School Should Be is a platform to encourage students to find their voice and discuss topics and issues they should and want to be learning at schools. It is a place other educators and professionals can share lessons and learnings they think should be centralised in schools too.
Engaging With Diversity – Giving Pupils a Voice
Written by Gaurav Dubay
Head of English at King Edwards VI Handsworth Grammar School for Boys and Evidence Lead in Education.
The need to diversify
In 2010, the then Education Secretary, Michael Gove, announced a number of sweeping educational reforms – particularly in English – where the likes of Byron, Keats and Dickens would firmly be re-rooted and restored to their original veneration within the English educational system. The changes were designed to bring rigour and improve students’ grasp of English Language and Literature. Whilst I firmly welcomed the ambitions, I feared that the texts I loved – ‘To Kill a Mockingbird’, ‘All My Sons’ and ‘Shards of Memory’ – would be relegated to the lower leagues of what I like to call The Reading League, and thus deny countless students access to texts that they could both learn from and relate to.
Since that time, my suspicions have been confirmed by countless reports, and, most recently, The National Literacy Trust concluded that the majority of ethnic minority students do not ‘see themselves in what they read’ (Best et al, 2020). The findings of reports like the one aforementioned, as well as our own internal evidence, meant that we – in a multi-ethnic school – needed to work on developing curriculum diversity. The words of Fletcher (2005) resonated with us where the assertion is made that learners’ voice creates ‘empathetic learning environments that value diversity and multiple perspectives.’ We made the choice, therefore, to put our students at the forefront of the discussion on curriculum diversity.
What did our pupil voice dialogue look like?
MHS (Mentally Healthy Schools) argues pupil voice is an effective mechanism through which we ‘can create meaningful change…better academic outcomes’ and perhaps most importantly facilitates ‘a sense of empowerment and inclusion’. There is a wealth of information we can refer to in order to successfully implement pupil voice. However, we strongly felt that we needed our students to feel a sense of ‘empowerment’ through the process. We, therefore, framed our discussion using the following format:
- Explored, discussed and defined the meaning of diversity.
- Explored what worked well in our curriculum.
- Explored what didn’t work well.
- Develop pragmatic solutions.
Finally, in order to value all voices, students were chosen to contribute through randomised selection.
The outcomes of the discussion:
- Defining diversity – It was clear from the onset that our students believed that the celebration of our unique identities – race, religion and gender – was to feature as part of our definition. However, there was a growing sense, through the process, that uniqueness and equality could not be separated; each unique experience needed to be equally understood and equally valued. To that end, our students phrased our department’s diversity vision as ‘An acceptance, recognition and celebration of our unique identities. Each unique experience – regardless of race, religion, sexuality and the like – are to be celebrated. No voice will be silenced and all voices will be respected.’ Perhaps the most enlightening experience was the unanimous feeling that the word ‘tolerance’ was not to feature as part of the definition.
- WWW – Students strongly agreed that the curriculum, particularly at Key Stage 3, exposed them to diverse voices. One student felt he would have ‘been none the wiser about the tensions traditional African women face had it not have been for The No1 Ladies’ Detective Agency’. Others appreciated the opportunity to discuss topical issues with regards to race through their study of transactional writing in year 11 and ‘Othello’ in Sixth Form.
- HTD – The discussion did, however, expose flaws that need addressing. Whilst the success of English learning lies in the variegating offerings of texts and genres studied, it was strongly felt that the discussion needed to extend beyond the English curriculum and many confirmed the findings of Johnson (2010) who felt that diversity broadens beyond the school curriculum and needs to be part of a school’s ethos. Our pupils also felt more needed to be done to ‘educate’ – not ‘punish’ – those who ‘might get it wrong’.
- Feeding in to our DDP – The findings of our discussion have since been implemented in to our DDP (see https://www.handsworth.bham.sch.uk/curriculum/subjects/english/). It will be our students, however, who will be tasked with evaluating our effectiveness and they, too, will play an important role in successfully building a diverse curriculum that regularly seeks to explore the voices of those who are often marginalised.
- Wider school – following the findings, students will discuss their findings further with the School Council.
What we learnt:
Time! This is perhaps the most important lesson we learnt as a leadership team. Discussions about diversity cannot simply be timetabled and forgotten about. We needed to extend our discussion not once, not twice, but three times (and if we could have discussed more, we would)! There was a lot that needed to be said, digested and explored.
Personally, however, I felt that our students would not come up with solutions that were pragmatic. I was well and truly proven wrong! Solutions were not only pragmatic, but insightful, empathetic and empowering. TP Due argues, ‘Diversity should just be called reality. Your books, your TV shows, your movies, your articles, your curricula need to reflect reality.’ We are not there yet – but we are on a journey to get there.
For further information, please follow us @english_hgs
Personal Twitter handle: @GauravDubay3
Bibliography:
- Best, Clark and Picton, I. (2020). ‘Seeing Yourself in What you Read: Diversity and Children and Young People’s Reading in 2020’. NLT – UK.
- Fletcher, A (2005). Meaningful Student Involvement: Guide to students as partners in school change. Soundout www.soundout.org/MSIGuide.pdf
- Johnson, LS (2010). ‘The Diversity Imperative: Building a culturally responsive school ethos’. Intercultural Education. 14. p 17 – 30.
- Mentally Healthy Schools: https://www.mentallyhealthyschools.org.uk/
Think Equal – Equality Education in Action
Written by Ben Mearhart
M.Ed. in Educational Leadership and in his 10 years as a senior leader developed practices and curricula which progressed teaching, learning, outcomes and personal development to ‘Outstanding’ levels.
Intent
As a joint-Headteacher of a forward-thinking primary school I was always on the look-out for initiatives which spoke to the heart of what I most value – the children’s actual experience and equipping them for leading rewarding lives. Think Equal’s social and emotional literacy programme achieves this and so much more.
I can’t think of anyone I know who wouldn’t benefit from enhanced social and emotional literacy. From engaging the compassion that it can grow, for ourselves and everyone around us. What do you do when you feel completely lost? When you feel you’ve made a terrible mistake? How do you support yourself or others when they feel this way? How do you treat people as they would like to be treated?
This, to my mind, is the true work of a curriculum, of a school; namely to cultivate an authentic social and emotional literacy which is steeled with a depth and breadth of real world understanding that together can make the world we leave for our children better than the one we inherited.
Implementation
You may of course learn such things through trial and error. Or, to be more certain of success, you can embrace social and emotional literacy as a golden thread of your learning and understanding as a student, of your pedagogy and support as a teacher and of your vision and impact as a leader. The mission, content and execution of Think Equal’s programme achieves this too. Bold claims I know, but treat those seeds of doubt to a quick glance at Think Equal’s Committee of Advisors and Academic Partners to see how this might be possible.
From Understanding the World to Personal, Social and Emotional Development – and all the fertile vertical and horizontal links between and beyond – Think Equal’s programme can instantly enhance your curriculum, pastoral care and ultimately the love and cohesion that unites your school community. And at a time when children’s minds – at their most plastic – can be so ripe to engage with what so many adults, myself included, can find paralysingly-awkward and difficult to negotiate in reality. What is true fairness? How are we different and how are we similar? How do I show you that I genuinely appreciate you as a human being? The programme largely enables these developments through consistently engaging and inspiring stories and activities.
Diverse narratives:
At age- and stage-appropriate levels, the children explore and embrace vital concepts like equality, emotion and race within the comparative safety of the experiences and choices of a beautiful range of characters.
Emotional intelligence in action:
Their discoveries are then reinforced with the help of the programme’s carefully scaffolded and inclusive activities so that they are ready to respond when reality calls.
Impact
And oh the difference! At its most essential, we found that our planning for Personal, Social and Emotional Development for the year was pretty much covered. Done.
More importantly…within weeks we saw elevated levels of kindness and consideration. We saw children often reserved and tentative now emboldened and asserting their values. We saw children who knew themselves and their friends with deeper understanding and confidence, who had normalised the range of emotions we experience but not the negative actions they can drive.
Children who, self-confident and upright, were happier, more engaged, independent and much more likely to approach conflict with courage and solutions(!). The positivity rippled through our staff and to home too. These days there is rightly much talk of a mental health and well-being crisis (pre- and post-Covid 19). In times of joy, sorrow and everything in between I don’t think we can expect more than to ride those waves to the best of our ability. Pursuing the Think Equal programme enhances that ability and not as a reactive solution – a bolt on – but as a pro-active and living, breathing and growing reality.
Using Students Voice to understand Diversity
Written by Roma Dhameja
Secondary Vice Principal responsible for Teaching and Learning with a particular passion for Student Voice and teaching students Business, Economics and about Money.
Google ‘What is Diversity’ and you will see it defined as the ‘process of involving people from a range of different social, ethnic, gender, sexuality backgrounds.’ However, the way we often portray it is through a lens of polarisation. White or non-white. Male or Female. We know life is more complex than that. I, as a woman in her 30s of Indian heritage, cannot speak for every woman with that background and in that age bracket. Our experiences vary. It also doesn’t mean I have nothing in common with a middle-aged white man.
This doesn’t mean that we shouldn’t endeavour to ensure diversity in our board rooms/staff body. It means we have to pay closer attention to experiences rather than the way we classify ourselves, and that’s why I want to focus on the element of ‘involving people’ in the above definition. Because unless the communication channels are open, our understanding of unique experiences and similarities will remain stunted.
With this in mind, I have loved conducting student voice activities throughout my teaching career. Our students’ backgrounds affect the way they engage with education. I know this, I have experienced this. At age 4, I joined the British education system with English as my third language and not entirely fluent in it either. Rather than celebrate my trilingual abilities, I was always innately aware that having not mastered English first I was seen to have a disadvantage. This became more apparent as I studied English Literature at A Level and whilst my peers could reference Greek Gods I had a wide variety of Hindu God’s I could refer to with an impressive array of powers but none that were going to make me understand references in the poetry required on the syllabus.
Often this lack of exposure to Western cultural references can be seen as a gap, something to fix and fill, and I understand that. After all, we have to prepare our students to pass exams and wrestle with the demands of the English language. But we also have an opportunity to unpick what they come to the table with.
I recently spoke to a group of students with English as an Additional Language and was in awe at the experiences not only they, but their parents had. One spoke to me about his parents being refugees from Pakistan and how his dad had obtained a degree in the Netherlands, which is where he was born and had then moved to the UK at eight. When I asked him of his experience moving to the UK he spoke about how he was going to one up his dad by making sure he did his A Levels in the UK, degree abroad and then an MA in another country. To him the world was his home, he just needed some time to figure out society in each country. He was a global citizen.
I’d gone to speak to these young people to look at home/school communication. Many of the questions had been asked before.
- Do your parents receive the letters we send home?
- Do they read them?
- Is it ok to send them in English or would you prefer them in a different language?
Yes, Yes English is fine, had been the response.
Digging a little deeper, it became apparent that the students were reading the letters going home to their parents. When asked if they read everything, their initial reaction was yes, of course. When I asked them to translate a paragraph for me in Urdu, it became apparent they would skip some bits. This made the school simplify the language of their home communication further, with students giving feedback.
I learnt a lot that day about the way we communicate with our young people and their parents. I learnt a lot about ensuring that we know who we are writing for. I learnt a lot about how many students are happy to talk about their background if they feel comfortable, and we are willing to listen and celebrate the richness of it.
On another occasion I learnt a lot more about why some of our students from diverse backgrounds were not applying to Oxbridge despite having the grades than I ever would sitting making assumptions. I won’t tell you why because their reasons may not be the same as those of the young people not applying at your school. And that’s what we need to unpick, all of us, through regular, consistent student voice activities. What I did love however is how many of them were making the right choices for them, taking into account their culture and the lifestyle they wanted to lead.
We also need to be careful about the way we interpret student experiences. For instance, students’ parents may not attend parents evenings because they have no experience of the British education system and may send older siblings, uncles or aunts instead. In these instances you can have a very engaged extended family. How do we work with that? The cultural experiences of our young people can be very rich and we have to ensure we are not, at some level judging them as good or bad when they may just be different.
Listening to our students’ voices can teach us so much: what our students value in their homes… what shapes their perspectives… who are their role models… This is all powerful knowledge. It is a two-way gift. Not only does it give us an insight into their world, it also encourages them to talk confidently about their experiences, no matter how different to the status quo they may be.
The Room Where It Happens - Promoting Diversity through Fiction in the Sixth Form Library
Written by Olivia Edmonds
Learning Resources Manager (with responsibility for the Library) at FE Level in Birmingham. Former Secondary English teacher of 10 years.
On my first day as a Learning Resources Manager at a Sixth Form College in the Midlands, the then Principal said to me, “Olivia, our students don’t read – and they need to. You need to get our students to read.” This was a challenge I was more than happy to accept, but looking at the wider context of the College, this turned out to be a bigger battle than I first expected. The College is situated in one of the most deprived areas in the country and serves a predominantly ethnic minority community, where many students use English as a Second Language. With limited opportunities to develop their cultural capital and without access to community Libraries (due to Government cuts), it made me realise the importance of the Library I was now in charge of, as well as the impact that it could have on the lives of its students.
My first focus was to make our stock as relevant and engaging for our students as possible. This also presented its own unique challenges. The stock I inherited from the previous Librarian was completely out of date and based on my experience at my first school (which had a similar cultural and religious demographic), not fit for purpose. To me, the importance of representation in books is key to engaging young people in reading, so when the Library shelves contained the works of authors such as Geoffrey Archer and Barbara Cartland, it was easy to see why the Library usage was so low. Couple that with the severe lack of books representing any of the protected characteristics of the Equality Act 2010, and it was clear to see the areas that needed addressing. I wanted the Library space to be a supportive, inclusive and engaging learning environment. A place in which our students could, in a safe space, learn about and ask questions about things they may have never discussed before and for this to happen, major changes were needed.
Working alongside the College’s Equality and Diversity co-ordinator, as well as a focus group of students and other staff, we worked together to assess what of the current stock was fit for purpose, what stock was unfit for purpose, and what stock could be fit for purpose if appropriately updated. It was the findings of this exercise that I was then able to take to my Line Manager and then onto SLT, who approved the decision for me to fully replace all of our fiction/Reading for Pleasure books with more appropriate, relevant, and engaging stock. This up-front investment in stock has meant that any additional or recently published stock has only needed to be purchased in small amounts to reflect the changing times in which we live.
When choosing new stock, I wanted to ensure that the variety of Own Voices stories was as wide as possible. I felt it was not only important for students to have access to stories relating to issues they have not come across before – such as different religions, sexualities, and cultures – as it was to have access to stories where they have some familiarity. Overall, my main aim in choosing new stock was for our students to be able to see themselves in the texts we have. With continued support from our students, as well as guidance from staff at Peters Books, Browns Books for Schools and our local Waterstones, we were able to create a collection that provided a solid base for us to build on as years passed. This collection has now allowed us to build our students’ engagement with a range of topics, including national and international events and cultural movements (thus improving their cultural capital), and has resulted in increased student loans, in depth liaison with teachers to provide further links between fiction and the Curriculum, and hosting a series of speaker events, ranging from authors to representatives from different religious backgrounds.
I feel that there will never be an end point when it comes to diversifying a Library collection, especially when it comes to Fiction. We live in an ever-changing society, where every day there are new issues raised and new opinions formed. Furthermore, the access to on the spot news being almost instantaneous means we, as Librarians, need to be aware of what our students are consuming and facing. If we can truly allow them to learn and be educated about a wide range of diverse matters in a safe environment, such as our libraries, then we have more chance of our young people being the true change that our world really needs.
Disability Awareness in Secondary PSHE
Written by Sophie McPhee
PSHE Coordinator in a West Midlands grammar school and Programme Director for the national Year 12 health and wellbeing enrichment programme Change Your Mind.
As committed life-long learners (I hope!), we sometimes get those ‘Oh wow!’ moments where suddenly, our eyes have been opened to a concept we’ve never considered before, and may even be obvious once we’re aware of it, but now we see part of the world in a completely new light. This is exactly what happened during a workshop Liz Wright (http://www.elizabethwright.net/) delivered at my school for our annual Mental Health Week in 2020, where she introduced to me and my students the social model of disability. Up to that point, the closest I had come to really thinking about disability in my 36 years was as a child, when my mum said she didn’t like a particular word beginning with ‘s’ commonly used as an insult when I was growing up in the 90s, because it was derived from the accepted term for people like her sister, who had cerebral palsy.
I feel ashamed to admit that I had to actually be taught to view disability as something created by society and not someone’s physical or mental difference – I had never even given disability the space in my brain for that thought to emerge independently. However despite my shame, it was a blessing, too, as it led to the firm decision during that workshop that disability awareness was not going to be a one-off session for an event week, but become a firm fixture in our PSHE curriculum. I will honestly say that I had never even considered doing this before – but isn’t that the point? If something is not within our lived experience – and I use that term broadly, to include having close contacts who are disabled – then the problem is not that we consciously think it doesn’t matter, but that it doesn’t even enter our head in the first place. I guess that this is a kind of unconscious bias – we only grant an issue more than a fleeting awareness if it relates to us in some way.
To be honest, I was also a little scared of covering this topic in my lessons, even if I did firmly feel that like me, my pupils should be woken up to – and the use of ‘woke’ is not accidental here, nor is it a pejorative – how they can be an ally to people with disabilities. There is absolutely such a thing as ‘non-disabled fragility’ (albeit not as catchy as the ‘white’ equivalent), whereby those of us without disabilities are so scared of getting it wrong, or speaking for or over those with lived experience. I am careful to point out in all my lessons that as a socially privileged woman, I am passing on what I have learned, but am by no means done with that learning. I made sure that once I had finished creating my lesson, I sent it to Liz and she kindly checked it over, patiently and gently pointing out a couple of places where I had used ableist language. It was a model of what educating others should look like – non-judgmentally uncovering and explaining problematic language which could have otherwise embedded problematic thinking.
I have now delivered this lesson to classes in Y9-11, some as live lessons, others as a pre-recorded version followed-up by a post-learning quiz. It appears that it has been successful, gaining an average rating of 4.4 out of 5 from students, most of whom said that they intend to change their language as a result of this lesson, both when referring to and talking to disabled people, and now know that common insult words are often derived from terms used in the past to refer to disability. Very often, pupils judge their lessons on whether they need to know the content for an exam or future career, but in PSHE, it’s not always about that, it’s about what others need them to know. We need, through these and other lessons which explore the vast range of human experience, to help pupils understand that creating a more inclusive and just society does relate to them. It might not do so always in a tangible sense, yet it weaves its way into not only our institutions, systems and processes, but also the quotidian, such as our face-to-face and social media interactions. Additionally, I would argue that there is most certainly a personal benefit to this kind of learning. It is incredibly enriching to understand better those whose experiences of life are different to yours. However, our pupils will only appreciate that benefit if they can first move away from viewing the purpose of education as leading to their future in purely material terms. And that is something all schools have in their power to influence.
You can access the disability awareness lesson at theother16hours.wordpress.com.
Empowering Change Through Education
Written by Leslee Udwin
Activist, filmmaker, UN Women for Peace awardee, and Founder and Executive Chair of Think Equal, a global non-profit.
‘No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite’. Nelson Mandela
There is a profound chasm in our global education system – a missing dimension. How can we teach our children numeracy and literacy, yet not how to become loving, inclusive and empathetic human beings? In fact, even the most superficial glimpse of the values which bombard our children’s senses evidences a reality that needs to be effortfully countered if we are to disrupt the pretty archaic views of stereotypes which abound. Discrimination is the rule and at Think Equal we are determined to make it the exception.
So how do we educate inclusion, self-esteem (for all) and celebration of diversity? In fact, it’s so simple that if we continue to ignore it and neglect to implement the programmatic tools that exist, we should hang our heads in shame.
It’s not rocket science, it’s neuroscience. We work with our children as partners to co-create pro- social neuropathways in their developing brains. This is why our programmes work exclusively with children aged 3-6. Quite simply put, this is when the brain is ripe with neuroplasticity. By focusing on this specific age group, we can co-create pro-social behaviours with the child, and empower long-term change.
Embedding Social and Emotional Learning competencies and skills at an early enough age to be of material foundational value, is the key to unlocking the power of human kindness, inclusion, and connection, which is all too relentlessly overshadowed by divisiveness, sexism, racism, and deeply embedded bigotries.
We are all aware of the issues that are plaguing society, and now is the time to act on this awareness by implementing social and emotional learning programmes, such as that which Think Equal has designed for both classrooms and homes, at a global scale.
Think Equal has developed an innovative early years SEL programme which tackles the root cause of discrimination and violence from the outset. With input from world education and though leaders, such as Sir Ken Robinson, the Dalai Lama and the Yale Centre for Emotional Intelligence, we have designed an evidence-based, scalable, and replicable SEL programme. Think Equal’s mission is to actively transform the fabric of society through this curriculum: from a world that is apathetic, to one that is empathetic, from a society of passive living, to one of active empowerment.
We have created a comprehensive set of children’s books, one for every week of the Think Equal curriculum, accompanied by step-by-step teaching plans. We set clear outcomes for each week of the Think Equal programme. These include showing responsibility towards our planet and acknowledging the interconnectedness of all living creatures. We actively draw from the UN’s Sustainable Development Goals to expand the breadth of existing social and emotional learning programmes.
To celebrate International Women’s Day, I had the privilege of speaking with Hannah and Isa about how my work and Think Equal’s disrupts and challenges the patriarchy. One week later, the UN’s statistic, citing that 97% of women aged 18-24 in the UK had been sexually harassed, went viral. This study, drawn from the UN Women UK’s Safe Spaces Now project, resurfaced in light of the tragic disappearance of Sarah Everard. Claire Barnett, executive director of women UK, writes that ‘This is a human rights crisis. It’s not enough for us to keep saying ‘this is too difficult a problem for us to solve’ – it needs addressing now”.
This is precisely what Think Equal’s social and emotional learning programme does: starting at an early age, we anchor values of gender equality and respect in children’s mindsets. Think Equal urges you to recognize the genuine power that bringing teachers together can have in catalysing change. Teachers are the backbone of our society. It is by providing them with the training and distribution of Think Equal materials that we can really start to make a difference on our own doorstep, and as global citizens.
If you missed our chat on International Women’s Day, you can learn more about how Think Equal is leading the change in our global education system by registering for our webinar.
Now, this change can also happen with the help of parents across the globe. At the start of the Covid-19 pandemic, Think Equal worked hard to reach families in their homes. You can now order our free SEL home kits online.
Finally, you can help us catalyse this change by donating to Think Equal today. A donation of just 2 pounds will provide a child with the positive life outcomes to make a real difference in society.