Global Citizenship and the Role of a Global Network in Education

Nadim M Nsouli portrait

Written by Nadim M Nsouli

Nadim M. Nsouli is Founder, Chairman and CEO of Inspired Education. Founded in 2013, he re-evaluated traditional teaching methods and created a new model for modern education. Today, 80,000 students in 111 Inspired schools across 24 countries benefit from a student-centred approach and globally relevant curriculum.

With digital communication facilitating the exchange of ideas, the world is more interconnected than ever before. As such, it’s increasingly common for individuals to identify as global citizens. This presents opportunities for young people. Yet also poses challenges. 

Adapting to globalisation necessitates a strong sense of self-identity and an open mind. Individuals engage with other cultures and challenge stereotypes. Thus, learners must be equipped with the knowledge, skills, and values to navigate and contribute to the world in which they want to live. 

There’s a growing recognition that educating for global citizenship is of importance. In 2012, the United Nations Secretary-General, Ban Ki-Moon, said “Education is about more than literacy and numeracy. It is also about citizenry”. Global Citizenship is an all-encompassing concept that acknowledges the web of connections and interdependencies in the world. According to Ban Ki-moon, “Education must fully assume its essential role in helping people to forge more just, peaceful and tolerant societies.”

Students’ desire for international travel and cross-cultural programmes has been apparent for some time. In the past, a one-dimensional approach to this was for an institution to partner with a pre-existing educational facility in the location of interest. However, we’ve witnessed a substantial transformation in the way educational institutions operate, i.e., the emergence and rapid growth of global school networks. With a presence across countries and continents, they’re bringing about a new age of learning possibilities.

Educational institutions are recognising that global citizenship education can develop and enhance much-needed values and skills that will better equip students in a changing world. The concept of ‘global campuses’ has gained prominence, wherein the focus is on cultivating a multicultural ethos. 

The Inspired Education Group demonstrates this model with 111 institutions that provide its students with opportunities beyond the capabilities of a single entity. Nadim Nsouli, CEO and Founder, describes it: “We’re now present in 24 countries around the world. This allows 80,000 students from different cultural backgrounds to meet and learn from one another.” Each campus offers a safe space to explore complex and controversial global issues. This approach encourages learning from, and about, people, places, and cultures that are different from our own.

Beneficiaries of the Global Approach to Education

Academic freedom and inquiry are encouraged in international education. It’s a force for promoting open, safe, and peaceful environments. The ability to cultivate global citizenship is grounded in the commitment to giving learners the tools to bring about positive change. 

To be effective global citizens, individuals need to be proactive, innovative, and adaptable. They must be able to identify and solve problems, make informed decisions, think critically, articulate persuasively, and work collaboratively. 

An educational institution is traditionally centred on imparting knowledge to its students through academia. However, the acquisition of these ‘soft skills’ is also needed to succeed in workplaces and other aspects of 21st-century life. At the crux of fostering global citizenship education – and by association, these skills – is a network. 

How a Global Approach Translates to the Classroom

The powerful message of Aesop’s quote “In union there is strength” has never been more relevant than it is today, as educational institutions embrace multiculturalism. Many campuses are now interconnected, which allows students to access any of them – and their specialisms – with ease. This is even more powerful with the addition of extracurricular activities facilitated abroad, providing invaluable experiences. Nadim states: “To develop a rigorous global understanding, an education for global citizenship should also include opportunities for young people to experience local communities. Global campuses, exchange programmes and summer camps offer this.”

Teaching global citizenship itself requires methodologies that facilitate a respectful and empathetic atmosphere. This includes techniques like in-depth discussions and cause and consequence analyses. The objective is to foster critical thinking and encourage learners to explore, develop, and articulate their views while respectfully listening to others. “This is an important step,” says Nadim, “These methods of critical discussion may not be unique, but used in combination with a global perspective, they build understanding and foster skills like critical thinking, questioning, communication, and cooperation.”

Facilitating a participatory classroom environment requires a significant shift in the role of the teacher. They move from being the primary source of knowledge and direction to a facilitator. One which guides as students adapt to think critically, assess evidence, make informed decisions, and work collaboratively with others.

Creating an active classroom environment requires the adoption of a learner-centred approach. This means that the teacher becomes an organiser of knowledge, creating a holistic environment that supports students. As Nadim affirms: “Rather than being passive individuals simply answering questions and competing with their peers, learners must assume an active role. This means taking responsibility for their learning as well as their understanding of the global context of their lives”.

Summary

The notion that all human beings are equal members of the human race is central to the concept of global citizenship. Regrettably, entrenched beliefs in the supposed superiority of certain groups persist in our words, actions, and systems. The educational space is no exception. It can manifest, knowingly or unknowingly, in policies and curricula.

We view the world based on our own culture, values, and experiences. Hence a range of perspectives will exist on any given issue. Thus, gaining a comprehensive understanding of a subject relies on the exploration of other cultures.

As the world grapples with complex problems, global citizenship education has emerged as the gold standard of any institution. This is fuelled by a growing movement promoting peace, human rights, and sustainability. These three pillars are the foundation upon which global citizenship education stands. As Nadim remarks, “The future belongs to young people who can think critically and creatively, collaborating across borders and cultures.”


A Curriculum That Empowers Young People in Care

Anu Roy portrait

Written by Anu Roy

Anu is a TeachFirst leadership Alumni and digital trustee and teacher committee lead for charities in England and Scotland. She is currently a digital curriculum development manager and works in inclusive education projects incorporating tech.

This year is the first time I have developed and designed curriculum models for young people in the care system. Although students I have taught in previous roles come from a range of backgrounds, this role is the first time I have looked at curriculum specifically through the lens of an education that often forgets the difficulties faced by care experienced young people. 

Out of nearly 12 million children living in England, just over 400,000 are in the social care system at any one time. They face a lot of disruption in their learning journey due to personal circumstances, financial difficulties and challenging home circumstances. This means in comparison to their peers, care experienced young people fall behind in most education and health outcome indicators.

Working with a team of educators, social workers, web developers and UX/UI designers, these are the ways we believe curriculum development can help experienced young people thrive: 

  1. Introduce context alongside technical concepts: technical concepts across all subjects can be difficult for CEYP to master in a short space of time so contextual information wedged on either side of a technical explanation will enable their understanding and grasp to learn and embed the technicality in their wider learning framework. 
  2. Champion peer learning– CEYP could have challenging interactions with direct instruction if it reminds them of unpleasant previous instructor situations therefore activities that use peer learning not only lowers the stakes for them to develop their self confidence and interactivity in a lesson but encourages building friendships within the classroom while learning key concepts together.
  3. Open ended ethos– instructors and teachers should veer away from specifying the outcome of a learning topic as ‘to achieve grade _’- instead the learning objectives should first be anchored to exploring the curiosity around the topic with prompts such as ‘what would happen if____?’ or ‘what could we learn if we explored how___’. Academic pressure to perform instantly can feel overwhelming for CEYP. While they should not be met with lowered expectations, instead the reframing helps to welcome them to first explore before learning the topic and moving on to an evaluative stage where they gain more agency. 
  4. Knowledge connection outside the classroom-Learning feels more relevant for CEYP when they are introduced to topics through the lens of real world use. Introducing a curriculum through a skills development framework linked to increased employment motivates them to understand the use of each topic, further strengthened by real world examples, work based scenarios and soft skill demonstrations. It helps them bridge the transition from education to active skill application and any learning based curriculum should also have opportunities through project work for practical applications related to public speaking, project management, team building and problem solving for CEYP to gain experience in these areas. 

Many educators are unaware of the students in their classrooms who come from a care experienced background. While this should not be the only aspect of their identity to focus on, a student centered approach to relationship building alongside these curriculum findings should enable educators to build strong relationships by understanding the story and journey many of their students have taken to make it to the classroom and learn each day. Aimed with this knowledge and bespoke approach, schools and their wider communities can foster a sense of belonging for care experienced young people, something they have been denied of for too long. 


The sea belongs to me again: Steering my disabled body through an able-bodied world

Matthew Savage portrait

Written by Matthew Savage

Former international school Principal, proud father of two transgender adult children, Associate Consultant with LSC Education, and founder of #themonalisaeffect.

On a coaching call recently, my dog, Luna, and I were surprised by a sudden knocking at our front door. I apologised to my coachee, grabbed my crutches and went to investigate. Our house is at the remotest edge of a small crofting township on the Isle of Skye, in north west Scotland, and so doorstep visitors are extremely rare. Usually, Luna alerts us when anyone appears even on the horizon, but her guard was clearly down, and the knocking made us both jump.

We moved to Skye in the summer of 2021, post-lockdowns and having recently returned to the UK after a decade working in the international schools sector, our two children soon to fly our family nest. Like so many itinerant educators, enriching and mind-opening though the experience had definitely been, we were determined to find roots, and this was, we hoped, to be our ‘forever home’.

It offered a remoteness that appealed strongly to my inner introvert, and with nature at its absolute grandest at our finger- and toetips, I would be able to do some of the things I loved the most, every single day, hiking, trailrunning or losing myself in Luna-exhausting walks. In fact, there was a footpath from the end of our drive, snaking across the moors to a colony of harbour seals, but one jewel on a rugged coastline I longed to explore from the rocks, a kayak, or even, if I could brave the temperature, the waters themselves.

However, the weekend before our move, I began to fall ill. A complex neurological disorder would, within just a few months, confine me to a wheelchair, completely unable to walk. Swapping two legs for four wheels, my life would change unrecognisably. Two years on, try as I might and despite the ‘disability pride’ badge occupying pride of place below my computer monitor, I am struggling to be proud of my disability, even though – with each passing day, week, month – the lines between my disability and me are disappearing completely.

Many of my everyday symptoms – the allodynia that secretly burns my skin, the angry twitches that shock my muscles, the stammer that silently benights my speech, the spasticity which tugs my shrinking legs – are invisible to others. But everyone can see that I cannot walk, and learning to navigate an able-bodied world with a disabled body has taught me so much. About our bodies and all the things we take for granted; about a world designed and built by and for those who can walk; and about the power perpetuated by that design and construction, the tyranny of physical space.

I am privileged to be engaged in a project, with tp bennett architects and in association with ECIS, in which we aim directly to challenge that power and to seek what we are calling ‘liberated school spaces’. Teams of educators, architects and students will explore how the different spaces in our schools – circulation, classroom, sustenance, personal and outdoor – can too easily exclude, marginalise and oppress the very, marginalised groups they should most seek to include. A school campus, like the world beyond its gates, is, in so many ways, an instrument of power, and that has to change.

But it is beyond the school gates that I have most experienced this tyranny myself, and I share here some small windows into my story. These snippets are about planes, trains and automobiles; about bathrooms, doors, and bathroom doors; and about curb cuts, actual and metaphorical. Because all of these have, in their own way, kept me on the margins of society; because I know that my ‘protected’ characteristic is unprotected, tyrannised even; and because each of these spaces could, and should, be liberated.

Beyond the safe and known confines of our Highlands bungalow, I navigate any internal or external space in my electric wheelchair. The ‘door’ is a convenient metaphor for the portal to any community of power (we talk about getting our ‘foot in the door’, for example); but that portal, for me, is literal. If I want to enter or exit any building, or room therein, I am typically faced with a heavy, handled, hinged, outward-opening door, despite the fact that the only door that is easy and safe to open in a wheelchair is a sliding door, manual or, better still, mechanised.

This challenge is everywhere, in many an ‘accessible’ hotel bedroom, and especially so when I want to enter an ‘accessible’ bathroom. Almost every time I have wanted to use a public bathroom, I have had to ask a stranger if they would open it for me. As someone who does not believe students should have to ask for permission to use the bathroom, I certainly do not think I should have to do so myself. To add insult to injury, many an accessible bathroom does not provide sufficient turning space either; and flying out of one airport recently, I was told there was no accessible bathroom available at all.

As a consequence, I commonly try to minimise my fluid intake when out of my house, so that I do not have to suffer the indignity of a bathroom whose ‘accessibility’ is but a mirage, a performative badge that may tick boxes but does not liberate the disabled user. This is not to mention the bizarre requirement in many a public space that a wheelchair user report to a cashier in a nearby shop to collect, and return, the special bathroom key. I recognise this is to ensure able-bodied users do not occupy this targeted space – but, again, the design, much as it may seek to liberate, does anything but.

Whilst I love the success with which Zoom masks my disability, I love my face-to-face work. Norah Bateson calls this aphanipoiesis, the communing and commingling of multiple stories in a submerged, liminal space from which could eventually emerge a seedling of hope. And for me, professionally, nothing compares to this; how fortunate am I that the pandemic lifted its pall such that I can safely travel around the world again. And yet each flight, or succession thereof, treads on my agency and dignity, and my comfort and safety, at every juncture.

The system through which one requests special assistance when booking a flight varies between airlines in all but one thing: its complexity. Even airlines which build it into the booking process rarely pass this information on to the check-in staff, leaving me having to explain my medical condition and requirements again, all in earshot of an increasing, and increasingly irritated queue. And most airlines require persistent and repeated phonecalls and emails to secure a promise only that they will endeavour to provide said assistance.

I used to rely on the airport wheelchairs, but the understaffing of the privatised assistance teams, combined with the fact that most airport wheelchairs are not self-propelling, left me, too often, stranded in a corner, facing a wall, without access to food, water or a bathroom for several hours. Therefore, I invested in a foldable, electric wheelchair, which is now, to all intents and purposes, my legs. Just as I manage, despite numerous objections, to take it to the plane door, I am always promised that it will be returned to the door on landing; but, on landing, I am commonly told that it has been “lost”, panic setting in until it is discovered again, somewhere in the baggage hall.

Going through security is, at best, undignified and, at worst, invasive; on only one occasion have I been permitted to take my wheelchair onboard, and so my agency is taken away with it; boarding is a spectacle, whether or not I manage to avoid being forcibly strapped into the onboard wheelchair; the safety instructions, written or spoken, never mention someone like me; my crutches are routinely confiscated, and retrieving them, should I need the (inaccessible) bathroom, is laboursome.

And, on landing, it is not uncommon for me to remain on board for up to an hour after everyone else has disembarked, the crew for the following flight patiently caring for me until assistance has arrived. Every flight I take takes away a little part of me, and I am lesser forever thereafter. And yet, with intentionality, consultation and compassion, air travel is a space that could easily be liberated. The likes of Sophie Morgan fight this fight on my behalf; I used to give feedback myself, but nothing ever changed, and it is hard then not to give up on feedback altogether.

I love curb cuts. Designed in California by Ed Roberts and others in the 1950s and 1960s, they took one of the discriminating spikes of hostile architecture, and literally excised it to create a ramp that directly benefits people like me, but from which everyone else also benefits. Such a powerful idea is this that I use its metaphorical equivalent as one of the instruments of equity and justice through which every aspect of the school experience can be adapted for universal belonging.

However, whenever I navigate the pavements of a city, I have learned not to depend upon the existence of the actual curb cuts which would enable me to move, unencumbered, through those built environments. The only city where I have not faced this difficulty was Amsterdam, but this is because of the prevalence, far further up the food chain, of the bicycle; the wheelchair was an afterthought. I often talk to schools about the tussle, in any practice, between coincidence and consistency, and this is, fundamentally, an equity issue. The same is true for the humble curb cut.

In London recently, I selected a restaurant based on its social media and website having declared it fully accessible, only to arrive and find there was a step to enter the premises. This is not just frustrating; it is humiliating, distressing, and infuriating. The step may as well be a brick wall. Then there is the construction work which has temporarily diverted pedestrians on to the road, but without a ramp to cut that curb. And on a recent train journey, a step-free station was closed, which meant I had to ask several strangers to lift me, on my wheelchair, from the train at the next station.

Which brings me to the ramps, installed or designed with the best intentions, deliberate acts of inclusion, whose gradient is simply too steep to carry my wheelchair safely upwards. On at least three occasions this year, it is only the sharpest reflexes of a group of adults coincidentally nearby that prevented my wheelchair tipping backwards and sending me tumbling to likely serious injury below. Or the promised ramps which, for whatever reason, did not materialise, leaving me depending, again, on others, this time to lift me up the steps to the upper level.

I share none of these stories, any more than I would the myriad other stories I kept back, to elicit pity. No disabled person I know wants that. I only aim to offer a window into the tyranny, intentional or otherwise, of the able-bodied over those whose body is disabled, but one example of the power exerted by physical spaces over those for whom said power is but a pipe dream.

Too often, the burden of fighting for accessibility, equity and justice falls to those on the margins. Some schools I visit thank me for shedding a light on the inaccessibility of their campus; it is not uncommon for a school to ask a queer educator (or student) to educate the school on the harm of a cis-/hetero-normative curriculum, culture and climate; and many a school will finally seek to adapt to the needs of the minoritized only when an educator or student happens to inhabit that particular minority. And yet, as my own story epitomises, disability is a characteristic that could suddenly strike any one of us, temporarily or permanently, at any point of our life.

Consequently, I have had no choice but to adapt myself and my life to a world which has not, nor will it, adapt to me. The crutches offered to me, by default, collapsing bruisingly beneath my faceward-falling body too many times, I commissioned bespoke crutches which not only could bear my full weight but also came with attachments for mud, sand and even snow. And I invested in a disability-adapted, fully recumbent, motorised trike, on which I can now explore the lanes and byways of rural Skye, without depending upon anybody else.

Meanwhile, let us return to our unexpected visitor, knocking to the surprise of Luna and me in the midst of my coaching call. He was part of a team, funded by the charity, Paths for All, who were rendering fully wheelchair-accessible the entire footpath from the end of our drive to the rocky shore in the distance. And he wanted to inspect my trike, to make sure that the sharpest bend in the new path could accommodate its particular turning cycle.

I may cry easily these days, but I was moved to tears by this gesture. The view from my front room, until now teasing me with a landscape that I could only watch and imagine, was soon to be liberated. Both natural and built environment were bending to my needs, and the power was shifting. Very soon, I would be able to cycle to the sea, for the first time since we moved here. The seals may not have missed me, but I have certainly missed them; and, in this space, for the first time, I would finally feel free. I have yet to manage kayaking, and I cannot swim any more, but still, in a small but significant way, the sea belongs to me again.


Black History Month: Dismantling inequalities in education for better outcomes

Henry Derben portrait

Written by Henry Derben

Henry Derben is the Media, PR, and Policy Manager at Action Tutoring - an education charity that supports disadvantaged young people in primary and secondary to achieve academically and to enable them to progress in education, employment, or training by partnering high-quality volunteer tutors with pupils to increase their subject knowledge, confidence and study skills.

Before the pandemic disrupted education, students from Black ethnic backgrounds had the lowest pass rate among all major ethnic groups at the GCSE level. However, the 2022-23 GCSEs marked a notable shift from the pre-pandemic period, with Black students on average achieving similar English and maths pass rates comparable to students of other ethnic groups.

Black History Month is celebrated in October each year in the UK to recognise the historic achievements and contributions of the Black community. It is also a prime moment to reflect on the state of education and how it can be reshaped to create a more equitable and inclusive future.

As part of activities to mark Black History Month at Action Tutoring, we had an insightful conversation on how to ensure better outcomes and a more enabling environment for Black pupils in schools with Hannah Wilson, a co-founder of Diverse Educators, a coach, development consultant and trainer of Diversity, Equity, and Inclusion practice. Hannah’s former roles in education include head of secondary teacher training, executive headteacher, and vice-chair of a trust board.

Below are some highlights of the conversation.

Re-examining Black history in the UK curriculum

Black History Month in the UK often focuses on the celebrated figures and events in mostly Black American history, such as the civil rights movement and famous Black personalities. However, Hannah highlights an important criticism – the lack of focus on UK Black identities.

“We want to move to the point where Black culture and identity are integrated throughout the curriculum,” Hannah explains, advocating for a more inclusive and comprehensive approach. The celebration of Black identity is that it’s often a lot of Black men being spoken about and not Black women, queer people, and disabled people. Thinking about that intersectionality and looking at the complexity and the hybridity of those different parts of identity often gets overlooked as well.”

A new Pupil Experience and Wellbeing survey by Edurio shows that pupils of Any Other Ethnic Group (48%) are 21% more likely to rarely or never feel that the curriculum reflects people like them than White British/Irish Students (27%). Additionally, Mixed/Multiple ethnic groups (16%) and Black/African/Caribbean/Black British students (18%) are the least likely to feel that the curriculum reflects them very or quite often.

Unpacking performance gaps

Data has shown that while a high percentage of Black students pursue higher education, they often struggle to obtain high grades, enter prestigious universities, secure highly skilled jobs, and experience career satisfaction. The journey to understanding the root causes of these educational disparities is a complex one.

Hannah recommended the need to rethink career education and the lack of diversity, equity, and inclusion strategies that often work in isolation.

“I don’t think all schools are carefully curating the visible role models they present. The adage about if you can’t see it can’t be it, and the awareness around the navigation into those different career pathways. I think that is saying that schools could do better. There’s a bridge there to be built around the pathways we are presenting as opportunities on the horizon for young people as well. Representation within the workforce is another key aspect. We need to address the lack of Black representation in leadership positions, not only in schools but also in higher education.”

The early years and disadvantage

Disadvantage often begins at an early age. Children from low-income backgrounds, including Black children, start school at a disadvantage. Hannah pointed out that the key to dismantling this cycle lies in reimagining the curriculum, the approach to teaching, and in valuing cultural consciousness.

“It’s important to start with the curriculum. The curriculum in the early years should be diverse and inclusive. The thought leaders within that provision or within that key stage are often quite white. That’s often the disconnect at a systemic level when it comes to policymaking around provision for the early years. Who is designing the policy for the early years? Who’s designing the curriculum for the early years? Are we being intentional about representation in the early years?”

“However, we need to move beyond simply adding diversity as a “bolt-on.” Their representation should be integral to the curriculum, not an afterthought. As young as our children join the education system, what can we do differently from the get-go to think about identity representation.”

Breaking the concrete ceiling

While tutoring is a viable method to help bridge the gap for underperforming students, Hannah stressed the need to change the system fundamentally. Rather than continually implementing interventions when problems arise, it’s best to revisit the structure of the school day, the diversity of teaching staff, and the core content of the curriculum.

“It has to start with the curriculum, surely tutoring and mentoring all of those interventions like mediation support mechanisms are so powerful, we know that make up the difference. But what are we actually doing to challenge the root cause? We have to stop softball. We’re often throwing money at the problem, but not actually fixing the problems or doing things differently. We need a big disruption and conscious commitment to change, but it needs to be collective.”

“We need to address the concrete ceiling that often prevents Black pupils from accessing leadership opportunities. Career guidance, sponsorship, and mentoring should be part of the solution to break these patterns. Collective action is essential to create lasting change.”

The power of engaged parents

Change should also start at home. Parents and guardians play a crucial role in a child’s education, particularly in the early years. Hannah suggests a shift in the dynamic between schools and parents.

“Thinking about how we work with parents and create a true partnership and collaboration. That to me, is what some schools perhaps need to revisit – their kind of plans, commitment, or the ways they work with different stakeholders. Engaging parents more closely is definitely a way of helping them get involved in schools so they’re part of that change cycle.”

The call to action for allies

In conclusion, Hannah’s powerful call to action focuses on allyship, encouraging non-Black people to actively support and contribute to the ongoing struggle for equity and inclusion in education.

I think for people who identify as being white, the reflection and awareness of your own experience with schooling, where your identity is constantly being affirmed and validated because you saw yourselves in the classroom, in the teachers, in the leaders, in the governors, and in the curriculum, that’s often taken for granted. It’s time for us to step back, see those gaps, and to appreciate how that affirms us, but how that could actually really erode someone’s sense of self when they don’t see themselves in all of those different spaces.”

There should be a conscious intention that educators make about what they teach, who they teach, and how they teach it, to really think about representation and the positive impact it has on young people. And being very mindful that we don’t then just perpetuate certain stereotypes and not doing pockets of representation and pockets of validation.”

Hannah’s insights underscore the urgency of addressing the disparities in our education system. As Black History Month wraps up, let’s heed the call to action and take collective steps toward a more inclusive and empowering education system that taps and nurtures the potential of all young Black students.


Equality Act: The 10th protected characteristic?

Matt Bromley portrait

Written by Matt Bromley

Matt Bromley is an education journalist, author, and advisor with twenty five years’ experience in teaching and leadership including as a secondary school headteacher and academy principal, further education college vice principal, and multi-academy trust director. Matt is a public speaker, trainer, initial teacher training lecturer, and school improvement advisor. He remains a practising teacher, currently working in secondary, FE and HE settings. Matt writes for various magazines, is the author of numerous best-selling books on education, and co-hosts an award-winning podcast.

This is an abridged version of an article that first appeared on the SecEd website on 13 November 2023. To read the full version, click here

The Equality Act 2010 makes it unlawful for schools to discriminate against, harass or victimise a pupil or potential pupil in relation to admissions, in the way they provide education or access to any benefit, facility or service because of their:

  • Sex
  • Race
  • Disability
  • Religion or belief
  • Sexual orientation
  • Gender reassignment
  • Pregnancy or maternity

These seven identifiers are called “protected characteristics”. There are nine in total, with “age” and “marriage and civil partnership” completing the list.

I don’t think the law goes far enough. I think there should be a 10th protected characteristic: social class. After all, class plays an important role in education and in later life…

Classism in education leads to underachievement and under-representation. Working-class students are among the lowest performers in our schools. If you’re a high-ability student from a low social class, you won’t do as well in school and in later life as a low-ability student from a high social class. It is social class and wealth – not ability – that define a pupil’s educational outcomes and their life chances.

Working-class people are also less likely to have a degree, work in professional employment, or be an academic compared to those from more elite backgrounds.

There are three problems with classism in schools: 

  1. Curriculum design

 The stated aim of the national curriculum is to ensure that all students in England encounter the same content and material to provide “an introduction to the essential knowledge that they need to be educated citizens”. There are two problems…

First, curriculum coverage – one size doesn’t fit all. Providing all students with the same curriculum further disadvantages those who are already disadvantaged.

We must deliver the same ambitious curriculum to every pupil. But we should offer more, not less – but, crucially, not the same – to working-class students. This may mean additional opportunities for those whose starting points are lower or for whom opportunities are more limited.

Second, curriculum content – definitions of core knowledge are classist. Selection of knowledge is made by those of a higher social standing rather than by a representative group of people from across the social strata.

Cultural capital is described as “the best that has been thought and said”, but who decides what constitutes the best? Ultimately, every school’s curriculum should celebrate working-class culture alongside culture from the dominant classes.

Also, we know that working-class students tend to be denied the experiences their middle-class peers are afforded, such as books at home, visiting museums and galleries, taking part in educational trips, foreign holidays and so on.

  1. Curriculum assessment

Our current assessment system could be regarded as classist. Let’s consider three elements:

  • Home advantage: Those who don’t have a home life that is conducive to independent study are placed at a disadvantage, which is compounded for those who don’t have parents with the capacity to support them – whether in terms of time, ability, or buying resources.
  • Content of exams: Exams tend to have a middle-class bias, such as requiring students to have personal experience of foreign travel or theatre visits.
  • Exam outcomes: The assessment system is designed to fail a third of students every year – and it is the working classes who the suffer most. This is because the spread of GCSE grades is pegged to what cohorts of similar ability achieved in the past. Young people who fall below this bar pay a high price in terms of reduced prospects.
  1. The hidden curriculum 

All schools have a hidden curriculum. It exists in a school’s rules and routines; in its behaviour policies, rewards, and sanctions; in its physical, social, and learning environments; and in the way all the adults who work in the school interact with each other and with the students. How sure can we be that our hidden curriculum does not discriminate against our working-class students?

Class a protected characteristic 

If social class became the 10th protected characteristic, then schools would be required to:

  • Remove or minimise disadvantages suffered by working-class pupils.
  • Take steps to meet the particular needs of working-class pupils.
  • Encourage working-class pupils to participate fully in a full range of school societies.

You can find out more about supporting working-class pupils in The Working Classroom, which has been written by Matt Bromley and Andy Griffith and is published by Crown House. For information and to access free resources, visit www.theworkingclassroom.co.uk


How we can make archaeology more inclusive

Raksha Dave portrait

Written by Raksha Dave

Raksha Dave is an archaeologist, broadcaster and president of the Council for British Archaeology, within which also sits the Young Archaeologists Club. Raksha also works with arts organisations to help them find ways to encourage diversity and inclusivity in their environments.

When people ask me about how we can make archaeology more welcoming and inclusive, I often think about my four-year-old self. I was obsessed with dinosaurs and begged my mum to buy me a book about them. It opened my eyes to a new world. I still have the book. I found a world that I obsessively wanted to discover and felt as much right as any child to do so.  

My teachers encouraged and supported my passion, fueling my interest through their teaching. No one ever doubted I could be an archaeologist. No one ever said that this was a profession where, even as recently as in 2020, 97 per cent are white

The next generation of brilliant archaeologists aren’t teenagers, they’re children. We need to engage them in the subject, but we’re failing. The profession needs to do better at communicating that archaeology isn’t just about ditches and digging if it’s to widen its appeal.

Archaeology is about the remains people leave behind whether that was an hour ago or 3,000 years ago. When any child opens their door, they are immersed in an archaeological environment: old signs on the sides of buildings; windows bricked up; changes in the architecture and age of buildings; and old boundary markers. There is so much to discover just on our doorsteps which can shed light on the past.

Excavation can mean researching an old camper van, recording the objects left at a refugee camp in Calais, or researching a World War Two encampment. Archaeologists are even researching the remains of contemporary music festivals which can help us understand more about people who lived – and feasted in the past; like our prehistoric ancestors at Durrington Walls, near Stonehenge, more than 4,500 years ago. 

Archaeology is also about rethinking our past. I’ve just been working with BBC Teach on a new Live Lesson for primary schools about the Romans. Filmed on location at Vindolanda Fort, on Hadrian’s Wall, it’s about discovering who might have been living at the Roman fort. We think of forts as simply military settlements to defend and protect, but that wasn’t true in Roman times. Forts were actually attached to large settlements with people from all walks of life. The military would bring their families, and lots of traders would be attracted to the settlement to sell crafts, food or offer services. 

The Live Lesson sets children a mystery to find out why objects like a toy wooden sword and a luxury Roman shoe have been found at the site (you’ll have to watch the programme to find the answer). I hope it encourages children across the country to become more curious about the past and helps them to relate to the people who lived at Vindolanda. Seeing ourselves in the past, being able to discover and experience people’s lives through relatable objects like shoes, toys, hair clips and jewellery enables children to make a direct connection to their own lives. 

As well as seeing ourselves in the past, archaeology also needs to shrug off its dusty academic image. It is a multi-disciplinary subject which spans the humanities and sciences. It really is accessible to young people through apprenticeships as much as through degrees.

Almost all of archaeology in the UK is undertaken by commercial organisations. Their focus is on planning and building infrastructure. From new houses to railways, archaeologists work alongside civil engineers and planners to help these projects come to fruition. More than 200 archaeologists worked on the Crossrail project, discovering tens of thousands of artefacts of significant importance. 

Any child should feel that archaeology is a profession, or an interest they can nurture, where they can feel they belong. Demystifying the topic, helping them understand it can happen on their doorstep, and showing how very diverse our past is, can help children to see themselves in archaeology and feel curious to know more.

The Romans – History Live Lesson is available to watch on BBC Teach. For more information and teaching resources, please visit: https://bbc.in/3tx4uWx


Section 28: 20 Years On

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

Yesterday marked 20 years since Section 28 was repealed whilst also celebrating Trans Awareness Week. There is a brilliant thread on X here breaking down the key information all educators should know about this piece of problematic legislation which weaponised an identity group.

20 years ago, I had joined the teaching profession as a NQT at a boys’ school in Kent.

Homophobia was an issue.

I cannot remember having any training on my PGCE or in my NQT year about prejudice-based behaviour.

I cannot remember Section 28 being mentioned in either training programmes either.

After a year, I moved to London for a Head of Year role at a boys’ school in Surrey.

Homophobia was an issue.

But I felt more empowered to tackle it and I delivered the ‘Some People Are Gay – Get Over It! assemblies from Stonewall.

After three years, I then moved to a co-ed school in Mitcham.

Homophobia was an issue.

But we had strong whole school behaviour systems and consistent accountability so we tried to keep on top of it.

I also leveraged my pastoral and my curriculum leadership responsibilities to educate and to challenge the attitudes of our students.

After six years, I moved to a co-ed school in Morden as a Senior Leader (still in the same trust).

Homophobia was an issue.

But we had zero tolerance to discrimination and robust behaviour systems in place so we chipped away at it.

Three years later I relocated to Oxfordshire to be a Headteacher of a secondary school and Executive Headteacher of a primary school.

Homophobia was an issue.

But as a Headteacher with a committed SLT and visible role models, we hit it head on.

One of my favourite assembly moments in my twenty years in education was Bennie’s coming out assembly at our school. The courage and vulnerability she embodied as she shared the personal impact of the harmful attitudes, language and behaviour humanised the problem. We braced ourselves for the fallout, for the criticisms, but she was instead enveloped with love and respect by our community instead.

20 years on… six schools later…

Thousands of students… thousands of staff… thousands of parents and carers…

Homophobia was an issue – in every context, in every community, to a lesser or greater extent we have had to tackle prejudice and discrimination directed explicitly at the LGBTQ+ community.

Since leaving headship I have run a PGCE, consulted for national organisations, trained staff in schools, colleges and trusts (in the UK and internationally), coached senior leaders.

I am not a LGBTQ+ trainer – we have experts with lived experience who train on that. I speak about DEI strategy, inclusive cultures, inclusive language, inclusive behaviours and belonging. Yet, in every training session the experience of the LGBQT+ community comes up. It comes up especially with educators who started their careers in schools pre-2003 who talk about the shadow it has cast over them. It comes up with those starting their careers in schools asking when at interview you can ask if it is okay to be out.

Section 28 may have been repealed, we may be 20 years on, but have we really made any progress when it comes to tackling homophobia in our schools, in our communities and in our society?

Homophobia was and still is an issue.

As a cisgender, heterosexual woman homophobia has not personally impacted me. I have never had to hide my sexuality. I have been able to talk openly about who I am in a relationship with. I have not had to navigate assumptions, bias nor prejudice when it comes to who I date, who I love and who I commit to. This is a privilege I am aware of, but that I have also taken for granted.

A ‘big gay assembly’ may have been one of my professional highlights, but one of my personal low points was going on a night out to a gay club in Brighton in my early thirties, and my gay male friend being beaten up in the toilets in a supposed safe space by a homophobic straight man.

This is the reality for a lot of people I care about. Family, friends and colleagues who do not feel safe in our society. Members of my network who often do not feel safe in our schools.

It is our duty to ensure that our schools, our system and our society are safe for people to just be.

To be themselves… to be accepted… to be out at work (should they wish to be)… to be in love… to be able to talk about their relationships and their families…

It is our duty to ensure that we see progress in the next 20 years – as we are seeing a scary global regression of LGBTQ+ rights.

It is our duty to counter the current rhetoric – especially when it comes from our politicians who are weaponizing the LGBQT+ community.

It is our duty to challenge the haters and the trolls – if we as educators do not tackle it, then who else will?

Our gay students, staff, parents and carers need us to be allies. They need us to stand up, to speak out and to say this is not okay, this is enough.

Some signposting for organisations and resources to support you and your school:

Partnerships:

  • Schools Out UK – they run LGBT History month and we collaborate on activities.
  • Educate and Celebrate – they ran our LGBTQ+ training and school award for us.
  • LGBTed – we hosted their launch at our very first #DiverseEd event.
  • No Outsiders – we collaborate with them and celebrate their work.
  • Pride and Progress – we partner with them and support their work.
  • Just Like Us – we collaborate with them and amplify their Inclusion Week.
  • Diversity Role Models – we collaborate with them and amplify their great resources.
  • There are lots of other brilliant organisations and individuals working this space listed in our DEI Directory here.

Communities:

Books:

Podcasts:

Blogs:

Resources:

Training:


'Teaching Transgender Awareness Using No Outsiders' - new film resource for schools

Andrew Moffat portrait

Written by Andrew Moffat

Andrew Moffat has been teaching for 25 years and is currently PD Lead at Excelsior MAT. He is the author of “No Outsiders in our school: Teaching the Equality Act in Primary Schools” and “No Outsiders: everyone different, everyone welcome”. In 2017 Andrew was awarded a MBE for services to equality and diversity in education and in 2019 he was listed as a top ten finalist in the Varkey Foundation Global Teacher Prize.

This week is Transgender Awareness Week which is a great opportunity to launch our new film, “Teaching Transgender Awareness using No Outsiders. The film shows that there are trans children in our schools today and many of those schools are doing an excellent job keeping them safe.

The Keeping Children Safe In Education guidance (Gov.UK, 2023) sets out expectations for schools to safeguard LGBT children; 

“Risks can be compounded where children who are LGBT lack a trusted adult with whom they can be open. It is therefore vital that staff endeavour to reduce the additional barriers faced and provide a safe space for them to speak out or share their concerns with members of staff.” (para 204)

Schools in England and Wales are currently waiting for DfE guidance on gender and gender identity. In July 2023, The Times reported that proposed gender guidance had been pulled; 

“A Whitehall source said that No10 and Badenoch had out forward a series of proposals to strengthen the guidance to the attorney general and government lawyers. The strongest – and a reflection of the governments concerns – was a blanket ban on social transitioning.” (Swinford, 2023)

The article quoted a government source saying: 

“More information is needed about the long term implications of allowing a child to live as though they are the opposite gender and the impact that may have on other children too.” (Swinford, 2023)

The aim of this new film from No Outsiders is to show that schools are already working successfully with trans children and their parents. Schools are delivering age-appropriate lessons where children demonstrate knowledge and understanding and are taught about non-judgement, respect and acceptance of others. 

My aim was to make a gentle film to take the heat out of the debate. In the film, we see Sam, a trans man living in Birmingham, return to his primary school to meet his former Y6 teacher. Sam sits in the seat where he sat as an 11 year old, and they discuss how his life has changed since then. His teacher describes how the school has moved on to reflect equality and inclusion today. Sam watches and comments on footage of a No Outsiders lesson at a school in Hertfordshire where transgender awareness is taught, and we hear Year 6 children speak eloquently on the subject. The film shows two parents (one is Sam’s Dad) talking about their experiences bringing up a trans child and the huge support they received from their respective schools. We also see Year 6 children in Bristol discuss texts used in their lessons and respond to the question, “Are you too young to know about this?”

I really wanted to show in this film that parents are working with schools, schools are listening, teachers are working hard to get it right. There is nothing scary or unusual about this. As teachers, we are good at putting the best interests of the children we teach at the heart of our policy and practice. My message to the DfE is, please let us get on with it. Schools want to get this right; we want to work with parents and children to create an environment where every child knows they belong.”

So, what now? What to do with the film? My first thought was to put a link on X (formerly twitter) and the No Outsiders facebook page, but I am aware of the toxic debate around this subject currently and I want to protect all the children and adults in the film. Of course, I realise once it is up on youtube, I lose control of who watches and where it goes, and in the coming months it may well pick up negative responses. but I feel in the first few weeks at least, for the first few views I would like allies to be seeing it. So, I immediately thought of Diverse Educators; a place where educators meet and support each other to make the world a better place. This should be the early audience for the film. Please feel free to share with friends and colleagues, show in staff meetings and use as a stimulus for discussion. I want people to see it.  I hope people find it useful. 

Watch the film here and feel free to share as you wish. https://www.youtube.com/watch?v=CIH7I_SEU0E&t=3s

What is No Outsiders?

The ‘No Outsiders’ programme was created in order to build an ethos of community cohesion and respect for difference. It has had a positive impact on schools, teachers, children, and communities and has received widespread commendation within the education sector. In 2017, CEO Andrew Moffat was awarded an MBE medal by The Queen (UK) for equality and diversity work in education. In 2019 he was a top 10 finalist in the Varkey Foundation Global Teacher Prize: a $1million award for outstanding contributions to the profession.

Teacher training related to the ‘No Outsiders’ programme has had widespread recognition. In the year 2023 January – November, Andrew Moffat has delivered No Outsiders training in 85 schools across the UK, and at numerous conferences and events, teaching over 35,000 children a No Outsiders lesson and training over 11,000 staff.

The No Outsiders guide “No Outsiders: everyone different, everyone welcome” is available here https://www.amazon.co.uk/s?k=andrew+moffat&crid=3OT7CA7JHVOS2&sprefix=%2Caps%2C308&ref=nb_sb_ss_recent_1_0_recent

A new No Outsiders scheme will be published April 2024.


Belonging

Erin Skelton portrait

Written by Erin Skelton

Erin is first and foremost an educator and her extensive experience includes a diverse range of roles, encompassing both pastoral and academic leadership positions, across both independent and state education settings. Prior to joining Bright Field, Erin’s most recent role was as Assistant Head and Head of Sixth Form in a top independent girls' school. In this role, she nurtured her students, instilled a sense of purpose and provided invaluable mentoring to prepare them for life as a woman in the 21st century and beyond.

I love language; the way it moves, the way you can craft sound and build momentum. I love the way words allow us to weave descriptors, myths and stories. I love the might of prose when used to overcome injustice or to fight for a necessary cause. 

And yet, we use words and acronyms every day to paraphrase and define. We use them to order and sequence and categorise, we use them for labels and for ease. Teaching is filled with them, definitions and categories, the DfE, POLAR4, ALIS, MIDYS, SEND, ISI, OFSTED are but a few. Society looks to educators, as those with the glossary for this educational terminology, to correctly apply it. But what happens when we can’t? What happens when there isn’t a common understanding or a shared approach? 

We then use confirmation bias to confirm what we believe to be true. Confirmation bias is the tendency to search for, interpret, favor, and recall information in a way that confirms or supports prior beliefs or values. People display this bias when they select information that supports their views, ignoring contrary information, or when they interpret ambiguous evidence as supporting their existing attitudes. 

Our social systems have taught us to think of people in groups, students as cohorts and so we group them together. As educators, we define and label and use our glossary of terms to ensure that we can best support each group. Yet the danger in this is we lose our ability to speak of individuals, to speak beyond labels, we lose our ability to respond to the needs of individual children or we sacrifice the one for the many. Sometimes we choose one overarching characteristic and this becomes the defining one.

When we look demographically at UK teachers, the statistics are telling. In 2021, 85% of UK teachers were from White British backgrounds, as were 92.5% of Headteachers. 75.5% of UK teachers were women. And in a 2022 study for UCAS, 59% of 18-year-olds surveyed felt that they were unable to enter the teaching profession due to the educational or financial constraints placed upon them because of their socio-economic background. Armed with this data, I would question how a teacher’s personal experiences affect how they approach their students and where their unconscious biases or lack of lived experiences come into play.

Psychologists report that it takes one tenth of a second to judge a person and form a first impression, and as we know we will use sensory evidence to form this opinion. As I stand in a classroom or sit in the staffroom, people will form some opinions about me; how others interact with me, how I am dressed, the colour of my skin, my body language and my accent will all form an impression in their mind. They might make assumptions based on them. They could have possibly characterised me and might use confirmation bias to align their assumptions with their observations.

For a moment, imagine that I am a student and you are my teacher…

Can you place my accent? Would it be rude to ask me where I am from? How might I feel if you were incorrect in your assumption? How might knowing this information help you to teach me? Most people would define my ethnicity as Caucasian; Am I White English? Irish? Welsh? Would you define me as British? What if I don’t fit any of those definitions in their entirety? What stereotypes might be applied to me? And how might I feel when I am forced to prove my nationality or ethnic background? My level of English?

And what about when your unconscious biases don’t align with the boxes I might tick for myself, when your perception of me changes based on categorisation? I loathe census surveys, because I don’t fit in the neat little tick boxes. My attempts are always a best fit based on the categories I am given. I am not unusual in this, and I know that my level of privilege is higher than most of my students. I am keenly conscious that your perception of me might change based on the boxes I felt forced to tick. And so, if you were my teacher, would my sexual orientation, medical history, my accent, my political views, my socio-economic background or my educational history change how you might view me? 

What if fear of being pitied or treated differently prevented me from showing up authentically? How might this make me feel? And would you view me differently if I hid the ways I might identify myself to you? What if I told you that my accent has often been mocked, my pronunciation corrected? That I have experienced religious, gender-based or sexual discrimination or that there are memes and stereotypes associated with how I might define myself culturally and that these things have prevented me from showing up authentically?

What happens when the boxes you tick for me shame me? Or provide me with a narrative I can’t or won’t identify with? Would knowing my Adverse Childhood Experiences Score make a difference in how you view me?

What if that narrative doesn’t allow me to celebrate or struggle with the richness or nuances of my culture, my traditions or my personal journey? The complexity of my ethnic background, my nationality, my culture, religion, my lived personal journey won’t fit into a neatly labeled box or definition.

What if assumptions and stereotypes are written about me because of which boxes you have placed me in. What if your aspirations for me are not aspirational enough? What if I have equality in your system but no equity?

And what if I go through life either not meeting anyone who I can identify with or who can be my role model? How does that impact how I see myself and the wider world? What if I cannot succeed in a system that doesn’t see me?

A person’s sense of belonging from childhood underpins the entirety of their journey. Belonging relies on being seen and heard, having appropriate representation and being encouraged to be your authentic self without fear of judgment. 

Belonging is not trying to fit within a cohort or box, it is not having to develop resilience or grit to work twice as hard as everyone around you. Belonging is not having to work around a lack of resources or support. Belonging is not denying parts of yourself; becoming self-deprecating, being useful, funny or stepping into another role when you walk into the classroom. Belonging isn’t having to hide or opposingly, becoming the stereotype that people characterise you as because that has been the role that has been confirmed for you by their lived experiences or biases.

I wasn’t ever going to be able to write about this topic using quantitative data. I believe that the quantitative data that is used in education to categorise children is fundamentally part of the problem. My research was qualitative because children aren’t statistics, they shouldn’t be defined by the percentage of A*-C, Midys, ALIS, Progress 8, Polar 4 quintile, or their ACES scores. The grade written on a JCQ printout on Results’ Day should include a narrative of each child’s individuality and not a sanitised numeric score. 

My data is qualitative….

It’s the story of Jacob, the only boy of a White and Black Caribbean background, growing up in a majority white town, in a majority white school in a white household. Jacob who was constantly in trouble because he wanted to wear his hair natural and who could never walk through the corridors without someone wanting to touch his hair. Jacob who tried to fit the narrative that people gave him and was constantly breaking school rules. Jacob, who didn’t feel a sense of belonging and although he was one of the brightest students I have ever met, people’s aspirations of him were not high enough.

It’s the story of Katerina, the only English Traveller girl in a leafy-lane, middle class school. Katerina, whose parents didn’t have GCSEs, Katerina who was often kept off school to look after younger children. Katerina was discouraged from revising and was torn between embracing the cultural expectations of her and wanting desperately to be the first person in her family to achieve GCSEs. Katerina, who would often misbehave towards the end of the week to land herself in detention which would enable her to revise. Katerina who spoke with an accent and dialect that was unique to her culture but who was constantly corrected at school.

There is no easy fix for this issue. It requires teachers to be self-reflective practitioners, to challenge assumptions, to think beyond the framework that Ofsted, ISI and national league tables provide. It requires us to be vulnerable, to be still and listen, to acknowledge that we are the sum total of our experiences and that we are not the oracles just because we are the ones standing at the front of the class. It requires empathy, allyship and advocacy, to not accept the status quo and to acknowledge our own and others’ privilege.

In the spirit of vulnerability, I am a woman who struggles with boxes. There is no box to put me in and I am keenly aware that on the whole, my intersections are fairly normative. And so, I challenge you to share yourself, to encourage, to correct with empathy, to challenge misconceptions and accept how people individually define themselves, even if it doesn’t fit into a neat set of boxes or it challenges your experience, your perception or the norms of your organisation or society. Once upon a time, every adult was a child, a child whose sense of belonging, underpins the entirety of their journey, a child, and this journey starts in school, where every child should matter.


Anti-racism in the Early Years

Rachna Joshi portrait

Written by Rachna Joshi

Rachna is a teacher and consultant. She works with under-threes, Nursery and Reception children, and holds an MA in Early Childhood Studies. Rachna writes and speaks at events sharing experience and knowledge, empowering practitioners and provoking questions to disrupt routine practice. She supports schools by guiding educators to implement inspiring practice that reflects their classes. She works as a freelance consultant and with the Froebel Trust as a travelling tutor.

Originally published for Early Education in 2020:

https://early-education.org.uk/guest-blog-from-rachna-joshi-anti-racism-in-the-early-years/ 

Introduction

Race and racism in society is as important as ever; I am writing not only as a British South Asian who has experienced racism, but as an ally against white supremacy and anti-Black sentiment that perpetuates our consciousness.

Structural racism is insidious, and we need to look at ourselves and think about the messages we perpetuate. The racism that comes through our thinking, language and gestures shows the undercurrent of white supremacy in the ways that we perceive the world.

Context

This was written to respond to the systemic racism in education as a profession.

It is great that some people are more aware and doing what they can to ‘be anti-racist’, but this needs to continue – it’s a movement, not a moment.

There are many problems with systemic racism in Early Childhood settings, and I hope to provide some suggestions and links for your own reflective practice –I can’t tell you what to do, it is your journey and up to you to educate yourself, but I hope this helps on that journey.

Reading articles on racism may be uncomfortable, as it is an upheaval of what we know, and what is normal, and this is because ‘normal’ is inherently racist. I want to ask questions that may not be answered here, because this is a point of introspection and individual responsibility when it comes to looking after our children and being ‘players’ in a wider world. You need to ask yourself questions, consider who you are and what your call to action is for change.

Classrooms

Often as Educators we are seen as though we are already doing “the good work”, yet this topic brings about a space for deep introspection. When you set up and manage your classrooms ensure representation is embedded and not an ‘add on’. White, cisgender heteronormativity cannot be the default.

Classroom changes need to look beyond book corners and skin colour paints. Colleagues shared with me the lack of thought behind some small world people resources as the shop only provided white people. The representative resources already exist, unfortunately it is not mainstream, but this needs to change. Audit your dressing up clothes, food items and hair related products for your role play areas – ask parents to donate items. Tune into and value the voices in the classroom that come from wider communities. Consider the characters and stories that are shared – what message is being shared around skin colour, femininity and hair when using Frozen characters for example?

Development Matters and the EYFS People and Communities ELG explicitly reference “similarities and differences between themselves and others, and among families, communities and traditions” if we decipher the curriculum through this lens we may see that we should already be exposing children to a variety of cultures to provide opportunity for discussion with children. Presumably these statements are based on the research that expressions of racial prejudice peak by age 4 or 5 (Aboud, 2008). However, often we only hear about wider cultures and practices through celebrations: Eid, Diwali, Hannukah, Chinese New Year, this ‘add-on’ doesn’t provide the deeper discussion of cultures and values that encompass the everyday for the children that celebrate these festivals. What are you doing to ensure that all communities are represented and respected? And how do you incorporate these communities into your usual practice and provision? How do you ensure that your practice provides a wider perspective?

Curricula

There needs to be deeper consideration of how curricula can be decolonised, ensuring key figures are discussed and explored. It is not enough to teach the history of enslavement and civil rights (which are important stories that represent the struggle so many marginalised communities have experienced) it is about countering the narrative that to be non-white is not normal.

“Cultural capital” needs to include key public figures, artists and musicians, but also everyday heroes that children may see in the community. We want our children to have a foundation of curiosity, knowledge, and respect for differences, so that they don’t absorb the idea that the lives of black, and other people of colour are only about struggle.

Acknowledging cultural capital means noticing, celebrating, and valuing difference. Most schools celebrate white men- Samuel Pepys when learning about the Great Fire of London, Pablo Picasso, Charles Dickens, William Shakespeare, Buzz Aldrin and Neil Armstrong in the recent Moon Landings celebrations. Where are the Black people? Are we giving an accurate representation of history if the only figures we see are white men? What about Mary Seacole, Steve McQueen, Katharine Johnson, Ai WeiWei, Anish Kapoor?

To question my own biases when planning curriculum drivers, I have begun to ensure a set of questions are on the top of every curriculum document:

  • Have you addressed sustainability?
  • Have you shown a variety of families/gender roles?
  • Have you included characters and perspective from a variety of backgrounds, especially those who are under-represented?
  • Have you included stories that show a range of emotions for discussion?
  • Is there an opportunity for cultural capital?

Cultural practices are often forgotten and seen as an ‘add on’. An example might be a discussion of eating with hands vs. eating with knives and forks – some things that might be seen as a norm in one culture is the opposite in another. Have you made space for this in your classroom and your own understanding of your children and their cultures?

Reflection and Response

Are you prepared to discuss race, or answer a question on race when it occurs in the classroom and ensure you have done best for that child?

Ensure you are prepared to talk about skin colour, culture, religion so you’re not scrambling for words when a child asks a direct question about these things. Have you spoken to families to ask them how they have approached discussing skin colour? How are you ensuring families feel confident to discuss race?

Ultimately as practitioners we are familiar with constant reflection, but it takes more to look closely at the implicit bias that we perpetuate. Don’t be afraid to talk about it, but make sure you research and read up – educate yourself. Make lifestyle changes that involve taking on these wider perspectives beyond your early education practice.

Leadership

What do your leadership teams look like? In predominantly white areas there may be little diversity, but is there diversity in the content that is taught to children? Are staff aware of the wider world and implications of their bias? Are staff considering the possibility of providing only a white view of the world to children? Is there a consideration from leadership teams to reflect on systemic racism in schools and settings, and how could this be tackled? Could your schools consider mandatory staff training on Black history, global non-white-led history and open discussion of unlearning of implicit bias (by consultants who specialise in this area)?

Are you questioning decisions that perpetuate anti-blackness and racism in your school? If you are white, do you stand up for your underrepresented colleagues, who may not have the privilege to stand up for themselves?

Institutions

When Early Childhood Education institutions are questioned, the inherent tokenistic nature of BAME representation is revealed. When representation is conceived through a lens of empty diversity that leads to tokenistic representation in chairs and boards, then what message does this send, and what actual intervention does this make in challenging implicit bias and institutional racism?

The government response to including Black History and minority ethnic representation into the curriculum was that it is up to teachers to do this (see petition response). Where in Initial Teacher Training is there a discussion of systemic racism and bias and how practitioners can support BAME families appropriately? In Early Childhood academia, a privileged position to be in, majority of academics are white and therefore research continues to remain whitewashed.

A large part of the wider work to tackle racism is to look at our institutions and policies. Our institutions are built upon racist ideologies and anti-blackness. There are petitions to change how our curriculum looks at a wider policy level but these are often rejected. There needs to be a whole government strategy, that needs to be continually lobbied by all Early Education influencers and those in positions of power who are allies in this movement.

Further Reading

Blogs and Articles

Laura Henry-Allain’s article in Nursery World

Kate Moxley’s podcast discusses blackness in Early Years with Liz Pemberton and “The Early Years Orchestra” episode with Jamal Carly

An Abolitionist Coalition Grassroots Movement in Education

US based article writing about racism in preschool

Nursery practitioner David Cahn writes about allyship and racism in Early Years

Decolonising curriculums

Practitioner’s roles in decolonising curriculums

Reflection on anti-racism in schools

Making changes to the curriculum

Parliament response to Decolonisation of curriculum petition

Talking race with children and families

How to respond to children when they ask race related questions

Parents guide to Black Lives Matter

Social Media Accounts to Follow

Black Nursery Manager Instagram @theblacknurserymanager
The Conscious Kid Instagram @theconsciouskid
Jamal Carly Instagram @Jamal.Carly
JossyCare Instagram @JossyCare
Laura Henry-Allain Twitter @IamLauraHenry

Resources

National Literacy Trust Book list
Spud and Yam Irish and Jamaican musicians
Black History Resources for UK schools

References

Aboud, F. E. (2008). A social-cognitive developmental theory of prejudice. In S. M. Quintana & C.
McKown (Eds.), Handbook of race, racism, and the developing child (p. 55–71). John Wiley & Sons, Inc.