How Can We Create a Curriculum that is Inclusive of Queer Theory?

George Hayward portrait

Written by George Hayward

(he/him), English Teacher in East London, LGBTQ+ Advocate.

During my time as a student, I often felt a lack of inclusivity in the curriculum I was studying. Reading great classics and beloved page turners such as To Kill A Mockingbird and Lord of the Flies, I found myself wondering why none of these stories were about people like me. When I reached university, I discovered Queer Theory and I was mindblown. Not only were there stories about people like me, but there were academics studying and rereading the texts I grew up with and held dear through a lens of queer understanding. One such text was Robert Louis Stevenson’s The Strange Case of Dr Jekyll and Mr Hyde. I had the opportunity to study these readings during my time at university, so when the opportunity arose to deliver a lecture on it at my school in East London, I was overjoyed. While planning the session, I drew upon the essays and research I had from my undergraduate degree, revisiting the work of prominent theorists such as Elaine Showalter, Judith Butler, Eve Sedgwick and Michel Focault. The most extensive in relation to Jekyll and Hyde being Showalter’s paper Dr Jekyll’s closet

 

Queer Theory aims in principle to challenge heteronormativity: the assumption that heterosexuality is the default state of being. It digs into the structures of understanding within art, literature and society and dismantles them. This is an important area of theory as it provides visibility. It allows students of all backgrounds and identities to see themselves in the curriculum they study. It shows them that they are seen and that different people exist. There is a lot of talk about ‘acceptance’ of LGBTQ+ peoples and while acceptance is a great first step, what we need is celebration and understanding. The teaching of Queer Theory and narratives provides this understanding and promotes the celebration of all our students and their identities. It promotes a culture of inclusive allyship and support, where students, staff and their families from all walks of life can lift each other up and be their true authentic selves. All our students deserve to feel they are lifted up in a space where they are safe and important.

 

The session was received well by staff and students alike. I was able to offer the session twice, firstly to the staff of the English department and secondly to our year 10 students. Staff were engaged with the topic and felt that Queer Theory provides another framework of understanding to utilise in our classrooms. It provides another tool in our analysis toolbox to dig deep into language and encourage our students to be critical thinkers. Similarly, students in my year 10 class that attended the session found the subject refreshing and interesting. I found that while Queer Theory and readings may seem oblique to some, students and staff alike were able to engage with the topic and take away some food for thought. The opportunity to deliver the session was incredibly fulfilling for me on a personal level and it is my true belief that the teaching of these theoretical frameworks is of benefit to every student. I believe it is crucial to foster this culture of inclusivity and celebration for all our learners and I hope that Queer Theory will be a valuable step on this journey. 


As Educators, What Do We Owe to Our Children?

Rosie Peters portrait

Written by Rosie Peters

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Agency would be for all and not the chosen.

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

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

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

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


How to Communicate Inclusively

Karen Dempster portrait

Written by Karen Dempster

Written with Justin Robbins. Lifetime communication experts, founders of Fit2Communicate and Fellows of the Institute of Internal Communications. Authors of How to Build Communication Success in Your School: A Guide for School Leaders.

Have you ever been in a conversation when …?

  • You’ve not felt you had a voice or even if you’ve spoken you’ve not felt heard?
  • The language or jargon being used has made you feel like an outsider or confused?
  • Worse still the language used has been insensitive and upsetting simply because the other person did not put themselves in your shoes?

You may even have done this to someone else, without even realising. However, these common experiences are simply not inclusive. And they are absolutely avoidable if you consider these points when you communicate.

Listen first to understand

Firstly, it’s important to recognise that you listen through filters, which shape what you hear. They are built up through life-long conditioning and create bias. It’s important to practice regular self-reflection and question your bias, supported through on-going education.

In addition, there are different levels of listening. Some we all do instinctively, for example when we jump to conclusions, are impatient to share our views or listen to surface details.

Inclusive listening takes a little more work but will take your listening to another level. For example, it requires you to acknowledge there are two conversations going on at any one time. The first being what you hear from the person in the conversation, the second is the chatter that naturally happens in your head. To listen fully, consider asking yourself the following questions internally:

  • Do I fully understand what they are saying?​
  • What can I sense from their energy, body language and facial expressions?
  • Am I showing them that I am listening?​
  • What could I ask to help me understand better?​

Now consider asking questions as part of your conversation with the other person to better understand their perspective, such as:

  • I heard you say … is that correct?
  • Can you give me an example to help me to understand better?
  • Can you tell me more about that?​
  • Can I do anything to help?

This will help you to stay present and fully listen. As a result, people will see that you are focused on them, what they are saying and that you value their opinion and ideas.

Watch your words

The words you choose clearly have a huge impact on how inclusively you communicate. The wrong, insensitive words can have catastrophic effects – often simply by not thinking before speaking.

It’s sometimes tricky to know what words to use when is comes to protected characteristics. However, through ongoing education and talking with the right people and groups, you can stay respectful and inclusive.

Also, consider you can be more inclusive by using words that mean something to those around you. Certain phrases or words that you use quite naturally with friends or colleagues, may not be understood by others. For example, those from a certain part of the country may talk about ‘going around the Wrekin’. The same applies for jargon, acronyms and highly technical language. 

It may seem innocent enough but speaking in words that mean nothing to the person you are communicating with can at best confuse them or worst annoy and alienate them.

Recognise that people communicate differently

Without recognising that people communicate differently based on their behavioural and communication preferences, communication diversity cannot be considered. Psychologist, William Moulton Marston, created a personality profiling tool called DISC, to understand these preferences.

Simply speaking, people communicate based on four preferences that are explained below. Everyone is a mixture of these, they are situation dependent, but will have a stronger preference for one type. Which one do you believe is closest to you?

  1. Are you outspoken (extroverted) with a focus on getting things done? Do people sometimes consider you to be direct, blunt, decisive, competitive, assertive and often impatient? If so, you may have a red communication preference.
  2. Are you outspoken (extroverted) with a focus on people? Are you considered social, confident, optimistic, inspiring, collaborative and often emotional? You may have a yellow communication preference.
  3. Are you reflective (introverted) with a focus on people? Are you considered to be calm, co-operative, patient, good listeners, deliberate and often stubborn? You may have a green communication preference.
  4. Are you reflective (introverted) with a focus on getting things done? Are you considered to be independent, systematic, diplomatic, reflective and often detail focused? You may have a blue communication preference.

Each colour has a different filter through which they communicate. If you are red speaking with someone who is green (who are opposites), it could literally be like talking to someone in a different language.

However, there are simple things you can do to spot preferences and adapt your style to communicate inclusively. It takes practice at first but it’s worth the effort to enhance your communication and relationships.

Find out more about your DISC preference (and those of others) here [What’s your communication colour? (fit2communicate.com)].


Claim the Room

Annemarie Williams portrait

Written by Annemarie Williams

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

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

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

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

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

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

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

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

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


Engage, Educate, Empower Mantras for Inclusive Leadership

Hannah Cotton portrait

Written by Hannah Cotton

Founding director of Inclusive Leadership firm, EquALLIES and promotes global inclusion on Twitter under #FFBInclusion.

I’ll confess, I’m getting a little sick of the three word mantras.  I’ve come to liken them to vacuous cross-party political promises and safety-critical health advice alike.  They’ve been over-used, over-simplified and under-estimate the intelligence of many to accommodate more.  

But I’m also a realist, relying heavily on my analytical skills to draw conclusions that support facts.  So, somewhat reluctantly, I acknowledge that three word mantras are highly effective at delivering a message.  They are effective at activating people to change.  

All else being equal, what’s required for change?

Our need to learn how to change has never been greater. Be it covid, Brexit, inequalities and social injustice or climate change, we must all grapple with the “new normal’; and that means change.  Maybe it’s just at the fore of our thoughts as we find this “new normal” may be so significantly removed from the old. 

Change is constant.  Risks change, rules change. Priorities, processes and systems change. Change is not tied to global pandemics or social injustices. None of it needs a rising of the people, form T216 or social media.  If the driver of a deadly efficient biological virus has taught us anything, it surely must be that. 

Many I move amongst embrace change lovingly; change is opportunity, growth and progress.  Through discussion, I’ve found most with this perspective draw from negative experiences of a need to change to reach this conclusion.  Many have grown through change linked to pain; loss of a family member, loss of a job, loss of safety or health, or recovery from addiction.   

Experience of the process builds confidence in change management. With knowledge and understanding, we can lead others with positivity to not just face change, but also to identify opportunities for change, and how to promote it.  The drive to build on past improvements spurs the next, and shared enthusiasm facilitates taking others on the same journey. 

 

There are also those that I recognise approaching change with a different mindset; when one equates change with fears of the unknown and loss of a comfort blanket.

However, let me clearly state at this point, there is a huge difference in those who require routine and consistency and those resisting change.  Neurodiversity is not a problem to be moulded into homogenous thinking.  Neurodiversity is a positive example of ‘different’ that we require change to embrace. 

So, with over 100 years of collective experience in cross-industry leadership, psychology, business and cultural expertise, EquALLIES have defined this three word mantra to effectively manage meaningful, inclusive change.  We’ve worked hard to condense our knowledge to provide the skills, learning, experiences and opportunities to lead oneself, and others, progressing the individual, their workplaces and communities. 

We go beyond the protected characteristics to embrace all stakeholders, including socio-economic, social capital and geographic inequalities.  After all, diversity is nothing without inclusion, and inclusion is impossible when it excludes. 

Engage: Get Ready To Work 

Engagement combines the need to inspire someone to do something. EquALLIES understands that means leading ourselves to change and also leading others. 

No-one is absolved from action.  Ask yourself some questions; 

  • Why?  Define your purpose.  Understanding the reasons for change will be key to keep you focused and motivated when times are tough. 
  • What? Define your goals, plan a course of action, understanding risks and measurable outcomes.  This will keep you on track for delivery. 
  • How? Outline the resources you will require to achieve your goals.  Knowing your strengths and your barriers to achievement will help you source the services, products and collaborators for success. 

For example, in the context of school, where the goal is learning, we have two cogs; pupil and teacher.   To engage, the pupil may prepare for the year with a new uniform and pencil case, but without corresponding resources from the teacher, their shared goals will be destined to fail. There is a requirement for individuals to prepare for cohesion and collaboration to address the issue at hand. 

Educate: Do the Work! 

Once you have engaged yourself, employed the resources you need to move forward towards a shared goal you must get ready to grow. Becoming mindful of yourself, knowing what growth feels like, how you address challenging situations and how to approach new ideas will be key.  When you understand your own learning style, you can then do the work to improve your knowledge.  This is when education yourself leads to educating others.  

Empower: Get to Work!

Once the individual and collective are engaged and educated, it’s time to act.  

Understanding barriers to action will include the process of liberating yourself from inaction, apathy or denial. Empowerment gives you the tools to challenge yourself, and others from issues that may be deeply ingrained, have formed bad habits and institutionalised ways of thinking. Enabling you to remove these barriers and act on behalf of yourself, and others, can safely be used towards realising your individual and collective goals. 

Conclusion

For one to change, one must be able.  Having the confidence to be you and to know your authentic brand of leadership is important.  Having a network to support you, to inspire, to share successes with and to draw from when further strengths are required is important.  Having a safe space and opportunity to practice your skills and reflect on your learning are important. 

Mantras may not always hold the detail we need to effect change. However, if they grab your attention and engage the individual enough to learn how to act on them, the journey transcends the need to re-skill in future.  By focusing on understanding self AND others, the fear of change, of loss and exclusion are replaced with practicing what we so often preach.  

Individually important but collectively successful, Engage > Educate > Empower is the three word mantra embracing leadership, diversity and inclusion.  


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

Wayne Reid portrait

Written by Wayne Reid

Professional Officer & Social Worker

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

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

Being ‘let in’

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

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

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

Minimisation Street

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cringe position statements, feeble blogs and noteworthy silences

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

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

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

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

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

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

 

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

 

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

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

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

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

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

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

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

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

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

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


Say My Name

Raisa Shaikh portrait

Written by Raisa Shaikh

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

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

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

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

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

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

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

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

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

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

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

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

So why didn’t I say anything? 

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

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

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

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

Your name is the gateway to your identity. 

Own it. 

Say it. 


Reflections on My First Term as D&I Lead

Jami Edwards-Clarke portrait

Written by Jami Edwards-Clarke

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

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

  

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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


Wellbeing Lessons for the Diverse Primary Classroom: Teaching Through Inclusive Practice

Manisha Tailor portrait

Written by Manisha Tailor MBE NPQH

Former Deputy Headteacher and Author, 50 Wellbeing Lessons for the Diverse Primary classroom.

Teaching about wellbeing through inclusive practice is about ensuring that all young people feel like a valued member of their school community and beyond.  It is about ensuring that all those who have a duty of care and commitment to the welfare and safety of children demonstrate responsibility in making sure mental health and wellbeing is at the heart of school ethos and culture.  

Learning about mental health must be developmental, and for young children, rehearsing ways of asking an adult for help, persevering and showing resilience if they find something difficult, lays the foundations for confidently accessing sources of support when they are older. 

There is a growing mental health crisis in schools and mental health problems affect children in every country across the globe.This pandemic is changing the lives of people, including the lives of children all over the world. A recent study by the Mental Health Foundation UK found that young people are feeling more anxious, a trend which is 10% higher for black and mixed heritage children. Research from the World Health Organisation suggests that 1 in 8 children have a diagnosable mental health disorder and globally, depression is one of the leading causes of illness and disability.  Furthermore, in 2017, suicide was the most common cause of death for both boys (16.2% of all deaths) and girls (13.3%) aged between 5 and 19. 

How can we impact learning based on what we know?

Mental Health is also very closely linked to poverty, discrimination and overall health and wellbeing. Teaching through inclusive practice is designed to support teachers in promoting social and emotional wellbeing within a diverse classroom, inclusive for all learners. Children will experience lots of highs and lows and at times in rapid succession. They will go through situations that make them feel excited, exhilarated and happy, to sad, disappointed and frustrated, caused by change in environment, missing friends, bereavement or change in circumstance e.g. parents loss of job and income as a result of the pandemic. 

This rollercoaster of emotions can cause emotional suffering leading to poor self-care, personality change and withdrawal. It is therefore important that children are given the opportunity to reflect upon the ways in which they can control, regulate and self-manage their emotions and recognise their impact on others.

Children learn morals, values and beliefs from their family, peers, teachers, the media and others around them. The influence from this socialisation informs their view of the world and their view of others. This can lead to stereotypes and prejudiced views of individuals and groups of people. The way in which they treat others as a result of these views can have an impact on the emotional health of the victim.  This could include racism, disability discrimination or homophobic abuse.

Our detailed lessons plans and supplemented resources help to promote discussion with each lesson plan containing learning outcomes, activity descriptions and further questions to stimulate critical thinking, especially around areas of diversity specific to race, culture and LGBTQ+. The content covered in this resource includes topics such as the psychological impact of discrimination, the Black Lives Matter movement, Islamophobia, disability, prejudice, coping with loss, feeling left out, moving school and managing as a young carer.

The message is simple and clear – representation matters if our young people are to grow as independent, resilient, life-long learners, equipped to manage the adversities that life presents.

We want to be able to provide young people with the opportunity to explore their feelings and understand empathy and reflect, ask questions, analyse and find solutions through open discussion and collaboration on the things that matter to them. Helping children to reflect, feel comfortable to ask questions and most importantly, feel as though they can talk about their feelings and emotions, without fear of judgement will lead to improved mental wellbeing.  

Preparing children for the complexities of life in an ever-changing world will help them to develop resilience and adaptability as 21st-century life-long learners. 

50 Wellbeing Lessons for the Diverse Primary Classroom is available to pre-order: 

Routledge Education:

https://www.routledge.com/50-Wellbeing-Lessons-for-the-Diverse-Primary-Classroom-Teaching-Through/Tailor/p/book/9780367708252

Amazon:

https://www.amazon.co.uk/Wellbeing-Lessons-Diverse-Primary-Classroom/dp/0367708264

WHSmith: 

https://www.whsmith.co.uk/products/50-wellbeing-lessons-for-the-diverse-primary-classroom-teaching-through-inclusive-practice/manisha-tailor/paperback/9780367708252.html

Waterstones:

https://www.waterstones.com/book/50-wellbeing-lessons-for-the-diverse-primary-classroom/manisha-tailor/9780367708252

References:

Samaritans:

https://www.samaritans.org/about-samaritans/research-policy/suicide-facts-and-figures/?gclid=CjwKCAiA65iBBhB-EiwAW253W30QuktPQHsF2MslxNIY0EMi5ChGc6EiJr6lG4qVFiXgp9xxOs0DvBoCBowQAvD_BwE

Mental Health Foundation: https://www.mentalhealth.org.uk/statistics/mental-health-statistics-uk-and-worldwide

Mental Health Organization:

https://www.who.int/news-room/fact-sheets/detail/mental-disorders


Diversity and Inclusion through the use of art and philosophy in the STEM curriculum

Dr Christine Challen portrait

Written by Dr Christine Challen

23 years research experience in the field of cancer research. She has taught at Higher Education, Further Education and more recently as a Supply Teacher in Secondary Schools.

Imagination is more important than knowledge” 

Education is not the learning of facts but the training of the mind to think” Albert Einstein

 

One of the many challenges schools face is to explore ways in which to enhance diversity and inclusion in the curriculum. The Chambers Dictionary defines diversity “as the state of being diverse/different.” In order to be able to respectfully acknowledge different  cultures, opinions and learning/social barriers through either mental health or special needs you need to know you! Importantly you need to have self belonging and esteem to be proactive towards diversity and inclusion. While the cruel arrival of covid 19 has increased the inequality gaps it has provided a

catalytic incentive for rethinking education and curriculum. In particular,ensuring that it strives to support diversity and inclusion through strategies that consistently and continually enhance “passionate self-reflection” and consistent metamorphosis through “first hand experience and immersion in the living.” If we want to achieve this we cannot do it solely by a subject based education but additionally require a holistic journey embedded within the curriculum to support self-actualisation through a transient passage of being becoming and thriving.

 

During lockdown I have been somewhat surprised at the amount of non-pedagogy literature which links the use of art, philosophy literature and nature to a sense of becoming independent, resilient innovative spirits. This made me reflect and question; how we could implement such strategies and techniques to improve diversity in education. This approach could not only improve positive and effective emotional responses but also embed much needed tolerance towards enhancing awareness of diversity and inclusion. These attributes are essential for our children to be successful in society and develop diverse global and cultural communication skills enabling resilience and emotional regulation towards education for diverse social justice. As Amber Makaiau states “It’s important that we make room for this learning how to get along with one another…. People skills being conscious of our cultural differences what makes businesses succeed and economies run.”

 

Harari (2011) describes the importance of the cognitive revolution; new ways of thinking and communication as being responsible for Homo sapiens thriving by adapting to social changes and behaviour. The recent successful adaptation of Phillip Pullmans’ Dark Materials highlights the importance of exposing children to a wide range of literature philosophers and religious voices to enhance rich experiences and imaginative questioning. This supports the view and statement from Robert McKee that “Storytelling is the most powerful way of putting ideas into the world today” and exploring various literatures from different cultures and social backgrounds is still the key technique for enhancing diversity, inclusion resilience  and emotional self reflection. Unfortunately while this is  a frequent activity in primary schools, it does not continue in secondary. Such would be impactual in building respectful diverse cultural discussions and enhance emotional regulation which during the “difficult” teenage years could act  towards a restorative means for challenging behaviour by providing a safe “pupil voice” environment. The introduction of individual subjects is a necessary transition to secondary school nevertheless it is essential to maintain curiosity and questioning and ensure diverse interdisciplinary subject connection here and beyond. Some of the greatest creative minds including Davinci and Einstein had no formal education. Their ability to think innovatively

and communicate diversely was through art and building.

 

Davinci’s detailed anatomical sketches are widely used today to enhance the teaching of an otherwise “dull” topic anatomy in medical schools. Such techniques have changed the view of anatomy and allowed an overall different outlook and greater accessibility to the detail ,beauty 

and diversity of the human body. I have extended this idea to enhance the teaching of organ systems in biology and cells by getting the pupils to build organs/cells out of sweets otherwise known as “Candy Anatomy.” This extends cognitive skills through “modelling” and supports students’ understanding the different structures and how these relate to function. It encourages and builds team working and social skills as well as creating space for student voice.

 

 Another useful way is to allow students to design their own you tubes while building a three dimensional biological process e.g. DNA translation/transcription. This deepens visual and visceral conceptualisation and broadens deep understanding. These can then be posted on remote learning platforms and used as a means of diverse peer support and discussion.

The use of questioning techniques can be built in simple concepts such as what is a rainbow this can be further developed building in diverse ideas as to how the colours link to physics, maths history, music and literature. Similarly The Beat of Life where pupils build a heart from clay and create story boards as to how it connects with literature music and poetry. Such activities encourage diverse connections between, the sciences, arts, spiritual and musical humanities enabling critical thought analysis necessary for self-development.

 

Experience and conceptualisation are key to self reflection and belonging towards diversity and inclusion. The relationships/connections between the arts sciences and humanities enable this process and provide an excellent  strategy and approach to reenergise self and human stable creative and innovative diverse social and cultural tapestries (Challen 2020)

 

References

The Chambers Dictionary Thirteenth Edition (published by Chambers Harap Publishers 2014)

 Human Values Foundation {accessed 5/11/19}

https://www.valuesbasededucation.com/vbe-guide/vbe-material/articles?layout=edit&id=196 

https://twitter.com/HVF_Values 

 

Challen, C. (2020). Rethinking higher education policy and leadership for the 21stcentury: Enhancing strategies for global citizenship and justice. Journal of Higher Education Policy And Leadership Studies, 1(1), 77-81. http://dx.doi.org/10.29252/johepal.1.1.77 

Challen, C.(2020). The importance of art/poetry and philosophy in educational leadership, well-being and engagement of STEM subjects.Journal of Higher Education Policy and Leadership Studies, 1(3), 41-54. DOI: https://dx.doi.org/10.29252/johepal.1.3.41