We Need Diverse Books
Written by Anna Szpakowska
Professional Development Lead at Lyfta
The outpouring of shock, disgust and despair surrounding the murder of George Floyd this year rightly drew our attention to the discrimination suffered by so many on a daily basis. It also drew our attention to the institutional racism pervasive in much of our society. This heightened social awareness led to discussions of diversity in education, with calls for the history curriculum to include black British history and many English teachers sharing their recommended diverse reading lists or schemes of work online. In fact, some young people started a petition to ask the government to include The Good Immigrant and Why I’m No Longer Talking to White People About Race on the GCSE English Literature specification.
It was heartening to see so many educators impassioned to provide an education to young people which directly tackled issues of discrimination; it’s wonderful to work for a profession that not only wants to provide young people with knowledge and skills but also wants to make the world a better and more just place.
This is not the first time something like this has happened. In fact, in 2019, Edexcel were forced to add more texts from black, Asian and other minority ethnic writers to their GCSE Literature specification, after complaints about there being ‘too many dead white men’ on the reading list. This decision whilst perhaps well-intentioned, was met with disappointment from educators suggesting that the choices of texts, added by Edexcel, were not challenging enough. And, as Diane Leedham pointed out ‘As with all the exam boards in 2014, it’s clear that the people choosing the set texts that they frame as ‘diverse’ don’t have much knowledge of diaspora literature’.
Nevertheless, according to statistics from 2019, only 12.6% of students sitting an English Literature GCSE in 2019, sat the Edexcel qualification. In fact, the largest percentage (85%) of pupils sitting an English Literature GCSE in 2019 sat the AQA qualification. And figures from the AQA Examiner’s Report in 2019 show that of the most popular texts studied by all centres completing the AQA English Literature GCSE, all of the authors were white men, very few of the characters were women and none of the characters were black or Asian. The dilemma for educators then, is not only are the exam boards not providing enough suitable texts to truly reflect the experiences of most of us in society, but that the majority of schools themselves continue to choose to teach texts written by dead white men.
As teachers of English literature, we are the gatekeepers of books and literature accessed by many young people. It is, therefore, our moral obligation to expose young people to a wide variety of texts that provide them with a range of experiences, voices and characters. As Botelho and Rudman explain (expanding on Sims-Bishop’s metaphor of windows, mirrors and doors):
‘Children need to see themselves reflected so as to affirm who they and their communities are. They also require windows through which they may view a variety of differences…. Literature can become a conduit- a door- to engage in social practices that function for social justice’
Where are all the women?
For the purposes of this post, I will focus my thoughts on female writers, characters and issues of sexism and misogyny. That is not to say that I place more value on the inclusion of female writers and characters than I do on black authors and characters, gay authors and characters or authors and characters with disabilities, for example. I just feel that as a woman, I am best placed to discuss the issue of women in literature.
So, why then, in 2020, do we have to have a discussion about young people accessing texts written by and about women? And, why is it so important anyway? Aren’t women equal after all? Unfortunately, the answer is a resounding no. Despite the equal pay act being introduced fifty years ago this year, the UK’s gender pay gap is still 17.3% with the World Economic Forum reporting that it will take 202 years to close this gap. As well as this, statistics gathered from 2019, show that the number of women and girls murdered in 2019 rose by 10% on the previous year, to take it to the highest figure since 2006. It’s clear there’s much more work to be done before we can claim our equality.
With no shortage of female authors writing about the female experience, why do we continue to choose to teach texts written by and about men? The myth of the superiority of the ‘great’ English literary canon has a lot to answer for but what worries me a great deal is that teachers continue to buy into this myth. By continuing to teach these texts – and more often than not, attempting to mirror the GCSE curriculum at Key Stage 3 too – we perpetuate the notion that one voice (the white male) is superior to everyone else’s.
And, yes, it’s true that children may be reading plenty of texts by women and about women in their own time. But, when they haven’t been taught the critical skills to unpick the sometimes-sexist depiction of female characters, I fear that we are at risk of inculcating a generation of young people with sexist ideals.
Both young women and young men need to see a variety of female characters. They need to be able to discuss issues of sexism. It’s not our job to police what they read and discourage them from reading books such Louise Rennison’s Angus Thongs and Full Frontal Snogging because, as Kimberley Reynolds explains it depicts female characters who are ‘only interested in friends, fashion and fun’. But it is our job to show young people alternatives and teach them to read critically. Characters like Starr in Angie Thomas’ The Hate U Give, for example show a passionate, intelligent, strong and socially responsible young woman. Or, Dana in Octavia Butler’s Kindred could provide opportunity for discussions of gender and race whilst also providing them with an insight into the Antebellum South and the science fiction genre too. For teenagers (some of whom will already be sexually active), it’s important to address the issue of sexual assault. Books like Amber Smith’s The Way I Used to Be could be helpful in achieving this.
What’s key here is that teachers clearly have the passion, the willingness and the desire to teach a wider variety of authors and texts. I hope the passion and impetus we have garnered this year does not disappear and our calls for a more diverse reading list can be implemented. But what must also accompany these reading lists and all literacy education is critical discussions about how and why characters are presented in certain ways.
Thoughts and Musings on... Diversity
Written by Audrey Pantelis
Audrey Pantelis is an associate coach, consultant and trainer. She is a former Headteacher of a Special Educational Needs and Disabilities school and a current Diversity, Equity and Inclusion consultant and leadership coach.
What does diversity mean to you? What about cultural diversity? Often mentioned, usually at interviews where the interview panel will want you to know that you “know” about diversity. I would put diversity in the same bag as equality and equal opportunities. When I was a teacher, these words scared me. Not because I didn’t know what they meant, but because I couldn’t be sure that I was applying them to my delivery of the subjects that I was teaching. As I reflect on those early years, I know that I loved promoting difference – probably because as a black woman in a predominantly white world, I embraced difference. I have always loved any aspect of character that shows individuality in any shape or form and it may also answer why I love special educational needs pupils. I was a mainstream teacher before changing phase to SEND in 2008. I guess I thrive on the fact that despite difficulties, we can express our true selves; our true characters. Overcoming our difficulties is a strength and shows true resilience which is a value that I so admire. And we can bring this to any table we choose to come to.
I spoke at the last DiverseEd conference in Slough in January 2020 with @HeadsUp4HT and had really enjoyed the set up and the drive that came from meeting likeminded colleagues. There were a lot of groups and grass roots movements that I had not heard of before but there was something compelling about their missions and values that resonated with me. I came away from the conference pumped up and wondering how I could get more involved.
When lockdown took hold of our lives and all face-to-face meetings were on hold – I was informed me that DiverseEd would be a virtual event and asked if I would look at ‘Smashing Ceilings’. You may have heard of the ‘glass ceiling’ concept – defined as : “an unacknowledged barrier to advancement in a profession, especially affecting women and members of minorities” . From my lens, I would go so far as to say that as black women in the work place we often have ‘concrete ceilings’ to contend with. The main difference being that at least you can SEE through glass and aspire for more – with concrete – that’s it!! This has been my experience. I have been let down, as we all are as we aspire to leadership positions, but for me it’s been very difficult to work out whether I was the wrong fit, or just plain wrong. When you add ethnicity into the mix – we could be here for a while, trying to work it out.
Cultural diversity is a form of appreciating the differences in individuals. The differences can be based on gender, age, sex, ethnicity, sexual orientation, and social status. Schools have realized the value in acquiring a diverse workforce but what is not so well promoted or encouraged is the opportunity to rise and in turn, steer the culture to embrace ALL. The stereotyping and prejudices, if unchallenged, contribute to a culture that can promote sameness and prevent the celebration of skills, abilities, and experiences.
My fellow speakers: Naomi Ward @naomi7444, Patrick Ottley-O’Connor @ottleyoconnor spoke of their approaches in how we can establish culture (see clip below). Hannah Jepson @Hannahjep also spoke in the same session (Session 3)
https://www.youtube.com/watch?v=-Q7RWmbKONo
with me during Saturday’s virtual conference – #DiverseEd on Culture and Diversity – about Unconscious Bias: Recruitment and it really chimed with my own thoughts about how and why we recruit who we recruit. As a former Head of School, I was extensively involved in recruitment and always ensured that I fully considered candidates that weren’t anything like me – as Hannah stated “fit is important” – but it need not mean that I discounted potential employees that weren’t as I wanted. Like a jigsaw puzzle, we may have different shapes, but when we are placed together to make the bigger picture, no one worries about individual shapes, ONLY the bigger picture.
I believe that there is a lack of:
- comfortable, trusted strategic relationships
- positive strategic feedback
- opportunities to showcase breadth of skills and experience
If we don’t increase the amount of black and minority ethnic voices seen and heard at leadership and strategic levels, then how do we expect things to change? How do we smash those ceilings, glass or otherwise? Change means being uncomfortable – and the challenge doesn’t need to be aggressive but there needs to be clarity in the outcome with a plan and milestones to ensure that we are on the way to achieving that plan.
I am a big believer in action and we all have agency to make things happen. We are privileged in that respect – all of us. I’ve currently got the same excitement and passion bubbling up that I felt after the DiverseEd conference in January 2020. What I am aware of, in these post #BlackLivesMatters post #Covid-19 days, is that this is a REAL opportunity for change. A chance to do things differently. For too long we have said that same things and nothing has changed. We need allies, we need authenticity, we need curriculum reviews, we need visible leadership, we need programmes that enable our up-and-coming talent to remain in education and be the leaders of tomorrow, not become disillusioned as they are under-represented or oppressed again and again! We need the systems that already exist to be challenged to enable that change to take place. Yes – the conversations will be uncomfortable – but no one needs to get hurt! Let us LEARN from one another.
And….. my biggest take away from my session and indeed the conference itself, is that I would welcome a genuine level playing field. Merit is the only currency that we should be utilising to enable us to progress. Remember – “its difficult to be what you cannot see”.
I have focused on diversity from my own lens but the beauty of #DiversityEd conferences is the inclusion of LGBT, disability, gender, allyship viewpoints, as well as ethnic minorities. It’s such an important conversation – and in the current climate we MUST keep talking; and turning our words into actions. #MyDiversityEdPledge is: to use my voice to lead from where I am and to support others so that they can challenge their understanding of diversity and Black perspectives. What’s yours?
“It is not our differences that divide us. It is our inability to recognise, accept and celebrate those differences”.
Audre Lorde
Diversity and inclusion - why are they not easy bedfellows?
Written by Amanda Gummer
20 years experience working with children and families
Two very hot topics at the moment but the approaches to increase diversity and improve inclusion can seem to conflict with each other, preventing either of them from being fully achieved. In order to achieve true diversity and inclusion we need to rethink some of the accepted wisdom.
When we talk about inclusion, we are often referring to disabilities and making sure children with additional needs are able to access the play or developmental opportunities that other children can. Similarly, when we talk about diversity, we’re usually talking about race, and occasionally gender. However, to truly be inclusive and diverse, we need to look outside of physical, and even mental conditions, and consider factors such as culture, geography, socio-economic status, and age. Only then can we achieve full inclusion and by breaking down those barriers we will automatically increase diversity. First, it is helpful to look at the evolution in our approach to inclusion. The same diagram can be used for diversity.
However, not everyone is on the same journey or going at the same speed on this. For example, many playgrounds were commissioned decades ago when the concept of inclusion wasn’t a priority – at best, there was a single, wheel-chair accessible piece of equipment – very little consideration was given to other disabilities and conditions which impact a child’s ability to play.
The toy industry has been stuck using the segregation approach for years – toys designed for children with additional needs are not readily available in mass-market toy shops or supermarkets and so are not able to benefit from the economies of scale of the most popular toy brands and are therefore more expensive and seen as very niche.
Clearly segregation is where the diversity movement started. Integration wasn’t much better for increasing racial tolerance and appreciating individual differences, but I think that the biggest backwards step was when, possibly with the best of intentions, we moved towards homogenisation. The principle being that if not everyone could have something, no one should. So everything became bland – we introduced a national curriculum which meant that children in a vibrant inner city school couldn’t make the most of the opportunities in their community because the kids in the rural village school didn’t have the same access, and children living in the countryside with access to lots of space and natural resources were not able to make the most of that in their education because it wasn’t accessible to the kids in the inner cities. Examples of this one-size-fits-all approach can be seen in lots of walks of life – from the rise in chain stores and the loss of individual towns’ personalities, to pre-packaging of food, fast fashion – the list goes on.
The result? An education system that is inflexible with very narrow definitions of success, playgrounds that are vandalised and misused because they’re not inclusive enough (not enough children are using them for them to be seen as a community asset and protected by the people in those communities), High Fat Salt and Sugar packaged foods, and a loss of character on our high streets. This all contributes to a lack of understanding and appreciation of individual differences and differing needs. And it is time for that to change.
I’m focussing on toys and play as that’s what I know but I’m fairly certain this is relevant in a lot of other arenas. We need to take some bold steps and recognise that true inclusion comes from appreciating children’s differences – and this naturally leads to more diversity. By considering all of the potential barriers to inclusion and working to remove them we are automatically increasing diversity. A playground that includes challenging risky play will not only appeal to children with ADHD but will also be used by older children and maybe those who can’t afford to go to the theme parks but crave a bit of an adrenaline rush. Understanding the dress codes of different cultures allows equipment to be included that doesn’t require climbing or leg lifting and is accessible to children in those clothes, as well as children on crutches.
So what’s to be done. Well first of all we need to get rid of the tokenism or ‘inclusion theatre’ all the things that look good and seem like they are promoting inclusion but are not based on any evidence and in the worst cases may actually be impeding inclusivity. To be truly inclusive and increase diversity, we need to take an evidence-based approach and include consultation with all stakeholders – whether that’s in town planning, toy design, playground procurement or shop layouts.
We also need to realise that a single product/brand/service can’t be all things to all people but should be accessible and relatable to by the people it’s designed for. A toy can not be multisensory and stimulating whilst also being quiet and relaxing. The important thing is to make sure that everyone’s needs are respected and catered for overall.
It’s really not rocket science but we need to update our approaches to both inclusion and diversity if we’re ever to really achieve either.
Amanda is a research psychologist and founder of the Good Play Guide: www.goodplayguide.com
What does it mean for education to be diverse and inclusive?
Education is without a doubt the most transformative force in society. Education lifts people out of poverty, it opens up choices with regards to the livelihoods they can pursue, and it empowers them to challenge the status quo. But education has a diversity and inclusion problem. Like any social institution, it is rooted in its history and has evolved within a system predominantly designed by white men. This means that much of the curriculum is based on the thinking, insights and mindsets of white men who were taught by other white men who came before them. There has been some progress in addressing this and making education more inclusive.
Many educational institutions have developed policies to promote equality, diversity and widening access and success, yet statistics consistently show students from a minority ethnic background are underrepresented in many disciplines within Higher Education. There is also a significant gap in the success rates with students from ethnic minority backgrounds consistently lagging behind their white counterparts. When we look below the surface of the marketing materials provided by many educational institutions – which show diverse students smiling and having a good time – these images do not necessarily reflect the experience of learners from a diversity of backgrounds.
As the recent surge in Black Lives Matter protests illustrates, we do not yet live in a society where everyone feels safe and included. Quite the opposite, this global movement has illustrated that large sections of our society face oppression and exclusion as part of their daily lived experience, including experiences within education. The fact that this experience has remained largely under the radar of white privilege does not make it any less real and urgent.
Now what would it mean for education to be more diverse and inclusive, and what steps can we take to move in the right direction beyond articulating policies and providing diverse images in marketing materials?
First of all, it is essential that education explicitly addresses its own biases and blind-spots and actively works to incorporate a more diverse range of voices within the curriculum. This means including works from authors and theorists who represent under-represented groups within society because of their gender, race, sexual orientation or other relevant characteristics.
Secondly, it means making the contested nature of knowledge explicit and encouraging active debate among students about how many current perspectives and understandings are rooted in white privilege and promote insights which serve the interests of an establishment that promotes the interests of some over the interests of others.
Thirdly, it means transforming some of metaphors prevalent within educational institutions. Masculine metaphors around competition dominate within educational discourse and education is seen as a competitive battle among students for the best grades and a competitive battle for institutions to acquire the “best and brightest” students. We should instead be shifting these metaphors to something more grounded in collaboration and sustainable growth. Life doesn’t need to be seen as a competitive struggle for survival – and opportunity does not need to be presented as a cake with a limited number of slices.
Fourthly, it requires educational institutions change their recruitment, development and promotion practices so that these are effective at removing any barriers for minority applicants and staff to join and develop within an organisation. This includes using blind recruitment processes, balanced recruitment panels which include minority representation and whose members are trained in avoiding the adverse impact of unconscious bias, as well as a range of development programmes aimed at supporting minority staff to develop as part of their role.
These four steps form a starting point for addressing issues of diversity and inclusion in education, and responsibility for their implementing very much lies in the hands of the those in leadership positions in our educational institutions. However, the systemic issues cannot be addressed within our education institutions alone and require the active participation of the media, arts, literature, and other institutions in stopping the damaging stories and limiting expectations which give rise to access and success barriers in education and beyond.
Bio
Jitse van Ameijde is a social entrepreneur and founder of Social Change Academy – a social enterprise focused on the development of tomorrow’s change makers passionate to make a positive difference to the lives of others. Originally from the Netherlands, Jitse came to the UK to finish his Masters in Social and Organisational Psychology, and ended up working for the Open University where he worked on the design of distance learning experiences and taught systems thinking in practice as an Associate Lecturer. He is passionate about issues of inclusion, social justice, and equal opportunities for all regardless of their past.
Jitse van Ameijde is the founder of the Social Change Academy: https://www.socialchangeacademy.org/founder/
Inclusive Allyship
Written by Hannah Wilson
Founder of Diverse Educators
Allies:
noun. a state formally cooperating with another for a military or other purpose.
verb. combine or unite a resource or commodity with (another) for mutual benefit.
Allyship:
A lifelong process of building relationships based on trust, consistency, and accountability with marginalized individuals and/or groups of people. not self-defined—work and efforts must be recognized by those you are seeking to ally with.
Why do we need to be Inclusive Allies?
We are all humans. We are all equal. We all need to check our privilege. We need to empathise with the struggle that some people go through. We need to be aware of the obstacles and the barriers in the way of some people on their journey. We need to be aware of the impact of prejudice and discrimination.
#HeForShe and #WhiteAlly are two labels I have heard used in the last few years as the grassroots communities encourage supporters to join their movements for change.
Much like #DiverseEd aims to make connections between the different communities, we need a term to capture everyone who works with others to. At the #CollaborativeSupportForWomen event and our #DiverseEd event we have promoted the idea of Inclusive Allies:
Amy Ferguson spoke about Allyship at the Collaborative Support for Women event and the recording is here.
Patrick Ottley O’Connor spoke about Allyship at the Virtual Diverse Educators event and the recording is here.
Allyship is a process, and everyone has more to learn. Allyship involves a lot of listening. Sometimes, people say “doing ally work” or “acting in solidarity with” to reference the fact that “ally” is not an identity, it is an ongoing and lifelong process that involves a lot of work.
Inclusive Allyship is:
Men working alongside women to smash glass ceilings and advance gender equality.
White people working alongside people of colour to smash concrete ceilings and advance racial equity.
Heterosexual people working alongside Lesbian, Gay, Bisexual, Transgender, Queer and Intersex people to smash the gay glass ceiling.
Able-bodied people working alongside disabled people to smash the glass disability glass ceiling.
How do we support as Inclusive Allies?
Allyship is about confronting othering, ‘isms’, privilege, prejudice. Allyship is about standing up and speaking out on social justice issues.
I found a great website called Diversability which encourages us to think differently about allyship and I have lifted the below advice from The Guide to Allyship.
How to be an Inclusive Ally:
Take on the struggle as your own.
Stand up, even when you feel scared.
Transfer the benefits of your privilege to those who lack it.
Acknowledge that even though you feel pain, the conversation is not about you.
Be willing to own your mistakes and de-centre yourself.
Understand that your education is up to you and no one else.
Being an Inclusive Ally is about white people, straight people and able-bodied people being aware of our privilege. We need to do the work, the inner work, to reflect, to learn and to grow. As an Inclusive Ally there are different roles we can take on to move the conversation and the agenda for diversity, equity and inclusion forward.
7 ways to be an Inclusive Ally:
The Sponsor
The Champion
The Amplifier
The Advocate
The Scholar
The Upstander
The Confidant
Allyship will not always be comfortable. We need to get comfortable with being uncomfortable. We need to check our privilege and realise that our momentary discomfort is not comparable to the long-term discomfort that people live with. Trauma and tragedy are the lived experienced for many people.
The last few months have been emotionally-charged. Our colleagues, our communities and our children who come from diverse backgrounds have potentially been deeply affected by the tragic murder of George Flood. I saw potentially as we cannot assume that everyone has experienced and responded to the most recent Black Lives Matter incident in the same way. To deepen your understanding I recommend reading this article on How to be an Ally During Times of Tragedy.
Becoming and being an Inclusive Ally requires intention, commitment and action. We need to lean in to this space, no matter how hard, how painful and how uncomfortable it is.
What do we do to be Inclusive Allies?
THE DO’S
Do be open to listening
Do be aware of your implicit biases
Do your research to learn more about the history of the struggle in which you are participating
Do the inner work to figure out a way to acknowledge how you participate in oppressive systems
Do the outer work and figure out how to change the oppressive systems
Do use your privilege to amplify (digitally and in-person) historically suppressed voices
Do learn how to listen and accept criticism with grace, even if it’s uncomfortable
Do the work every day to learn how to be a better ally
THE DON’TS
Do not expect to be taught or shown. Take it upon yourself to use the tools around you to learn and answer your questions
Do not participate for the gold medal in the “Oppression Olympics” (you don’t need to compare how your struggle is “just as bad as” a marginalized person’s)
Do not behave as though you know best
Do not take credit for the labour of those who are marginalized and did the work before you stepped into the picture
Do not assume that every member of an under-invested community feels oppressed
For teachers and those working in education we need to consider the impact we can have in our classrooms and our schools. We need to be the change in teaching tolerance and acceptance, we need to celebrate diversity and create a sense of belonging for all identities. We need to ensure that our environments and physically and psychologically safe for everybody. We need to have the big conversations about the world to equip everybody with the knowledge, skills and values to navigate society.
There are 10 Things You Can Do to be an Ally:
Listen
Get educated
Get involved
Show up
Speak up
Intervene
Welcome discomfort
Learn from your mistakes
Stay engaged
Donate
There are some tips here on how to be a teaching tolerance ally here.
For leaders, being an ally is a journey. Even the most inclusive leaders admit they have room to grow. The work never stops, yet it is your choice to start, to practise, and to be better every single day. There is a training programme here you may be interested in on leading like an ally.
Following our most recent Diverse Educators conference in June we have a series of free training videos of the event available for staff CPD on the topics of Landscape, Curriculum, Culture and Leadership: https://www.youtube.com/channel/UC3MxxcAlAy__4H5GiygV7fA?view_as=subscriber
I have also started a series of weekly webcasts with a HR and D&I specialist called #FastForwardDiversityInclusion available here: https://www.eventbrite.co.uk/e/fastforwarddiversityinclusion-a-weekly-webcast-tickets-111397462810
My #DiverseEdPledge from the event is to be a better Inclusive Ally. Let’s all be upstanders for what is right, not bystanders for what is wrong.