Antisemitism Today
Written by Freddy Naftel
Speaker, teacher and lecturer at Holocaust Enrichment Education.
My Mother and Grandparents were refugees from Nazi Germany, my Great-Grandmother spent several years in a concentration camp and survived, my Great Aunt and Uncle both perished in Auschwitz and I have been the victim of antisemitism both at school and in my professional career as a teacher. I have experienced prejudice indirectly, whether through ignorance or genuine hatred and yet very little appears to have been done to improve matters.
Prejudice and Racism in any form is totally abhorrent and prevents society from accepting that all people are equal, regardless of their colour, creed, disability or sexual orientation. The words “Islamophobia” and “Homophobia” are by now well known but “Judeophobia” less so. Why hasn’t this expression appeared in the media alongside the aforementioned words? In any case, “phobia” means a fear of something, not necessarily hatred, even though fear stems from ignorance which can then lead to prejudice.
It is fair to say that antisemitism is thought of as a “Jewish problem” and therefore can only be fully understood and dealt with by people of that faith, which of course should not be the case. I have noticed far too often that antisemitism is pushed under the carpet and that the fault lies with Jews themselves, as if they deserve it. There are those who believe that The Holocaust was something just waiting to happen and that Jews brought it upon themselves. Others have said that Hitler failed to achieve his aim and that six million wasn’t enough. Holocaust denial has continued to grow despite overwhelming historical evidence to the contrary and conspiracy theories have doubled in recent years. The Jews have been blamed for everything including 9/11, Brexit, the Grenfell Tower tragedy and now Coronavirus and when members of a certain political party reinforced these views, antisemitism became even more prevalent.
With views like these and with little chance of the media coming to our defence, as antisemitism is not generally seen as an issue commensurate with anti-Islam or even anti-gay propaganda, we are constantly relying on organisations such as Campaign Against Antisemitism to speak up for us, often with successful results. Antisemitism is now found in academic circles, particularly at universities, where Jewish students have been made to feel unwelcome and where some lecturers have actively engaged in antisemitic rants, with the authorities seemingly unwilling to act accordingly.
This is why for the past 10 years, I have been visiting schools up and down the country, delivering presentations on Judaism, The Holocaust and Antisemitism from a very personal point of view. By necessity, I have continued delivering my talks virtually, reaching the USA and Australia in the last few months. The lack of knowledge about the true facts of The Holocaust and Antisemitism have been a revelation for many students, despite the mandatory study of this period of history in schools. It is no use skimming over the surface where this is concerned and in fact, there can never be enough Holocaust education. Many of us who study and teach about this cataclysmic event are in agreement that nothing should be hidden from young people. This is especially important when we have seen similar events occuring in countries as diverse as Rwanda, Darfur, Bosnia, Roumania and North Korea. We are now seeing the “re-education” of Uighur Muslims in Chinese concentration camps and even the Jewish way of life is threatened in China.
The way I see it, young people are our main hope and their reactions to some of the stories I relate express shock, outrage and a willingness to speak out. Students have told me that they agree that education is the way forward and they are beginning to understand that centuries of hatred have made us that much more determined to stamp down on this scourge of society.
Unfortunately, some schools believe that having a Holocaust survivor come into school once a year is sufficient enrichment for the study of The Holocaust, in effect sidestepping the growing problem of contemporary worldwide antisemitism. Yes, we should remember the experiences of those people who survived unimaginable horrors but The Holocaust itself did not necessarily teach us the right way forward, as exhibited by the actions of the aforementioned countries.
We must never forget what happened and we should do all we can to fight prejudice as a uniform body.
Say My Name
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:
- They’re in Year Nine, is this really the first time someone’s said her name correctly?
- Do others ask her before-hand how to pronounce her name?
- Would she or any other student feel confident correcting a mispronunciation?
- 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
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
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:
Amazon:
https://www.amazon.co.uk/Wellbeing-Lessons-Diverse-Primary-Classroom/dp/0367708264
WHSmith:
Waterstones:
References:
Samaritans:
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
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
February is UK LGBT+ History Month and the theme this year is ‘Body, Mind, Spirit’
Written by Hannah Wilson
Founder of Diverse Educators
Different groups of people have been impacted in different ways through Covid-19 and lockdown. There are growing concerns about the mental health wellbeing of our LGBTQI+ young people who may not be a safe space to show up as their authentic selves.
Here are 10 things you can do as a teacher, a school leader or as a school to get involved, from resources to events, from training to awards to help to raise awareness and increase understanding:
1. Schools’ Out have a directory of fantastic free resources for schools here:
https://lgbtplushistorymonth.co.uk/resources/ and you can download the free posters here: https://lgbtplushistorymonth.co.uk/resources/lgbt-history-month/
2. The Proud Trust have a free downloadable resource pack for schools:
https://lgbtplushistorymonth.co.uk/wp-content/uploads/2020/09/LGBT-History-Month-Pack-2021.pdf
3. Check out all of the organisations listed on the Diverse Educators’ website under the Protected Characteristic of Sexual Orientation:
https://www.diverseeducators.co.uk/sexual-orientation/
4. Diverse Educators partner with the Carnegie School of Education, Leeds Beckett, home to the LGBTQ+ Centre for Inclusion in Education, find out more about their research and their Schools’ Award:
https://www.diverseeducators.co.uk/centre-for-lgbtq-inclusion/
5. Read and share a #DiverseEd blog about the lived experience of a LGBT teacher, Jared Cawley, and understand how to support the wellbeing of our colleagues:
https://www.diverseeducators.co.uk/my-wellbeing-as-a-lgbt-teacher/
6. Dual Frequency have created an interactive digital calendar for all things Diversity, Equity and Inclusion. Download and start using your copy here:
https://www.diverseeducators.co.uk/dual-frequency/
7. Diversity Role Models have released season one of Role Model Stories that includes six episodes, with stories from Vicky Jane, Simeon, Mon, Barry, Richy and Simon, packed with inspiring personal stories covering a range of topics from history, intersectionality, faith and LGBT+ inclusion, gender identity, different families and more. Each video comes with a downloadable teacher resource.
https://www.diverseeducators.co.uk/diversity-role-models/
8. Diversity Role Models have also recently published a report: ‘Pathways to LGBT+ Inclusion: Report’ revealed only 20% of secondary students learnt about LGBT+ identities and HBT bullying at school, while only 27% of secondary students said their school would be safe for a fellow student to come out as LGBT+.
9. #LGBTed have recently published a book: Big Gay Adventures in Education and they host a weekly twitter chat:
https://www.diverseeducators.co.uk/lgbted/
10. Find out how your LGBTQI+ staff feel about your workplace culture with Edurio’s free EDI survey:
https://home.edurio.com/edi-review
Reflections:
- If we believe in a whole education to develop the whole child, how are we enabling our staff to bring their whole self to school too?
- How can we be inclusive allies to support our pupils and students, staff and governors, parents and carers, in feeling physically and psychologically safe in our schools?
As a tangible action for change we recommend that you check out the Queer Knowledge Organiser created by David Lowbridge-Ellis in our Cross-Curricular resources drive and review your provision.
Why Being a Sikh Woman is My Superpower
Written by Gurjeevan Malhi
A Sikh female Head of Year who works at the forward thinking @OfficialNUSA
My Sikh heritage is my inner superpower, it makes me stand out from the crowd and educate those around me. I believe in ‘Seva’, the Sikh concept of selfless service. Sikhism is led by the teaching of Guru’s and the word ‘Guru’ translates into ‘teacher’. So it seems perfect that I work within education; my values align perfectly.
I applied for a school in Nottingham completely by accident in my training year. I had no desire to leave Birmingham but I went to the interview for experience. I grew up in Smethwick, a very multi-ethnically diverse area; a place far from perfect but one of cultural comfort. When I got to my interview, I noticed that the pupil demographic was predominantly white working class; a world away from what I was used to, but I was intrigued. According to The Guardian, almost half of English schools have no BAME teachers and it’s easy to understand why. During the interview, I was the only person of colour. That can feel very isolating! However, I was privileged enough to get the job and I had a decision to make. I was away from home, didn’t know a soul but I wanted to risk it and accept the role.
The first few months were difficult. Some parents were not as kind and pupils had limited understanding of culture. However, it wasn’t all uncomfortable; a favourite memory of my NQT year was a pupil tentatively asking me ’Miss, I don’t mean to be offensive, but do you like curry?’ The answer was and still is a resounding ‘YES!’ It made me think.
Our sector’s very core aim is to educate and these pupils were curious about the world around them, albeit maybe fearful of offending. Fate transpired that by the end of my first year, an internal role came up for the Coordinator of PSHE. I didn’t have the experience, but I went for it. I used my life experience in the interview, took the risk and it paid off!
I ended up sharing the role but it meant that I could evoke change. We did. We do every day and it’s made an impact to the community we serve. The pupils are more comfortable to ask questions and more importantly, are more prepared for life in Modern Britain. We cannot allow our young people around us to be unaware of multi-cultural Britain.
We are overlooked yes, we have experienced dark days, yes but we are no victims. The reality is that we carry our culture on our backs, are expected to and whilst it’s tiring, we have to ensure we do. The work we put in now ensures the next generation have it a little easier. Whilst some of us may not feel comfortable with standing out, we’ve got to own that we do.
As a woman, more specifically a Sikh one, it’s difficult to explain just how much we’re overlooked within the wonderful world of education but if you’ve experienced the same, my message is clear. You have value, you have life experiences that we educators can enrich our pupils with.
I’m grateful that I have wonderful female role models to look up to and learn from. Find your advocates and don’t be afraid to stand out and accept that you’re a role model for your community. Stick to your vision and remember, lift those around you; empower them. You have power within you, use it. We rise by lifting others!
Anti-racism in Social Work: No More Questions – Just Actions Please
Written by Wayne Reid
Professional Officer & Social Worker
A senior social work manager joked to me recently that I “was the only authority on anti-racism in social work”. Although she was jesting, it did make me wonder what accountability and protections actually exist to support social workers of colour within the profession, given what we know about the omnipresence of racism. It didn’t take me very long to conclude – very little.
I write this article from my perspective, not on behalf of all Black and ethnic minority people or social workers – as we are not a homogenous group. I refuse to be the tokenistic ‘Black voice’ of the British Association of Social Workers (BASW). I’ve had a diverse social work career and anti-racism is in all our interests. I’m one of many Black voices in the profession. It’s just my reality that my role at BASW enables me to be heard more broadly than others. Also, I realise that I’ve been ‘let in’ (to some extent) and ‘won’t scare the horses’, to quote the playwright and critic Bonnie Greer, in relation to the historian David Olusoga. I use Black and ethnic minority people here for ease.
Yes, social work is institutionally racist
Sensible people know racism is not just an isolated event or incident. It’s also a reflection of institutions, structures (including micro and macro socio-economic and socio-political factors) – which all interact with each other and shape the lived experiences of Black people. When will we accept that the philosophy of white supremacy runs deep in most organisational cultures? It really is not that hard to see.
Since my previous article on promoting anti-racism in social work, there has 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.
Clearly, anti-racism in social work is not universally accepted as high importance or as urgently needed.
The response from the social work elite has been about as coherent, convincing and speedy as the government’s response to Covid-19, the A-Level fiasco and the Windrush scandal combined.”
However, the social work profession (like many others) is not broken. What we are experiencing and witnessing has been designed. If we truly want an equitable and inclusive profession that really encourages critical thinking, prioritises social justice and truly values diversity of service users and staff, then we need to reimagine new structures, new systems and new discourses. A paradigm shift! Anything else is just papering over gaping tectonic plates.
Yes, social work is institutionally racist – but so are many institutions, organisations and professions (not just the Police) when you consider Sir William MacPherson’s definition from the 1999 report of the Stephen Lawrence Inquiry. There is evidently a “collective failure to provide an appropriate and professional service to social workers of colour based on their colour, culture or ethnic origin”. This is visible in “processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping” which disadvantage ethnic minority people.
This correlates with the over-representation of Black and ethnic minority social workers in fitness to practise cases; reports from the Social Workers Union of Black social workers being failed on their assessed and supported year in employment (ASYE) and various other detrimental career outcomes. Basically, the modern-day social work equivalent of lynching.
I observe many key social work leaders asking the same old tired questions, then promising another exploration of the long and gruelling wilderness we meandered through in previous decades. Just like another government enquiry into, well… take your pick! The ongoing Windrush scandal? Stephen Lawrence? Stop and search?! The tactics deployed by our oppressors generally involve seek and destroy; smokescreens and mirrors or deafening silence.
Is there an appetite for real change?
The question is not: ‘Is social work racist?’ More incisive questions are: ‘As racism in society becomes more overt, what is social work actively doing to promote anti-racism?’ Or, ‘When will social work commit to (something like) a mandatory anti-racism commitment framework?’ With respect, in my previous article, I literally outlined a blueprint for large-scale anti-racist organisational change. I feel like I’ve done the class bully’s homework and then still taken a bashing on my way home. My ideas are not perfect (by any stretch of the imagination), but your homework is done for you, nonetheless.
We must now ask, whether there is really the appetite for real change? Is there the actual commitment, intention and motivation? Because if not, why not? Financial investment is not necessarily a major hurdle here – it comes down to the priorities and values of the existing leadership. I’d rather have some meaningful action, even if it is not perfect, as long as it is genuine – rather than this neverending paralysis of fear and/or indifference. Let’s have more clarity about what your change looks like and the timescales for implementation. If not, it’s all just performative window-dressing and pitiful. No more questions – just meaningful actions please.
Disappointingly, neither Social Work England’s education and training standards for 2019 or 2021 nor the professional standards for social workers explicitly refer to anti-discriminatory (ADP), anti-oppressive (AOP) or anti-racist practice. The professional standards refer to “challenging the impact of disadvantage and discrimination, promoting social justice and helping to confront and resolve issues of inequality and inclusion”.
But is that really explicit enough? How can social workers be properly educated and held to account on promoting basic human rights for marginalised groups with the bar so low? Or is this just not a priority for us anymore? Social justice in this context feels like another catch-all to me – like BAME or EDI (equality, diversity and inclusion). Without explicit inclusion of these principles how can we ensure they are applied in policy, practice and education? Simple answer? We cannot. Why is this no longer important?
There is a long history of ADP, AOP and anti-racist principles being intrinsic to social work values and ethics. The legal backdrop and framework is built on the Human Rights Act 1998, Race Relations Act 1976, Disability Discrimination Act 1995, Sex Discrimination Act 1975 and Equality Act 2010. Therefore, it’s almost incomprehensible in my mind that these hard-fought principles are omitted from today’s regulatory standards and supplementary guidance.
Regressive social work standards
The previous social work standards, regulated by the Health and Care Professions Council (HCPC), were stronger, expecting practitioners to “be able to practice in a non-discriminatory manner” and “use practice to challenge and address the impact of discrimination, disadvantage and oppression”. Prior to that, the General Social Care Council’s (GSCC) codes of practice required employers to “put into place and implement policies and procedures to deal with dangerous, discriminatory or exploitative behaviour and practice” and social workers to use “established processes and procedures to challenge and report dangerous, abusive, discriminatory or exploitative behaviour and practice”.
Therefore, the current social work standards are regressive and do nothing to advance the principles set out by their predecessors – despite the desperate and obvious necessity. Many believe these principles are now diluted and de-prioritised beyond the point of complacency. Similar concerns have been raised by the chief social worker for children and families, with regards to the teaching of anti-oppressive practice in social work education.
Social Work England’s professional standards do acknowledge the impact of “difference and discrimination” on service users, but what about how these factors impact on minority groups of social workers? There has been a silent shift to sweep the protected characteristics under the carpet of ‘equality, diversity and inclusion’ (EDI); which we know masks individuality – much in the same way as ‘BAME’ does to Black and ethnic minority groups. It conveniently rolls off the tongue – but subtly dehumanises and ‘others’ us.
The importance of incorporating these values and ethics was highlighted by BASW England in our response to Social Work England’s (SWE) consultations on rules and standards in April and June 2019 (prior to Social Work England’s inception). Unfortunately, our recommendations were not included. Reminders were issued to Social Work England (via Twitter) on 17/06/20 and 23/06/20. As of yet, there has been no response. I refer to these facts to underline the importance of these fundamental principles and how their omission in social work regulation is a travesty of social justice in itself. Without explicit inclusion, how else can social work educators and workers be properly educated and held accountable on ADP, AOP and anti-racism? There are real concerns about the standards being superficial, cold-hearted, corporate benchmarks, as opposed to empirical and evolutionary cornerstones of social work that advance human rights and social justice.
“I still find it astounding that social workers are so heavily regulated and that their employers are not.”
The Local Government Association’s (LGA) employer standards, are not mandatory and insufficient accountability exists A few other equality frameworks and ‘innovations’ exist or are in the pipeline, but again the big questions are: Are they mandatory and enforceable? Do they apply to all social work employers? Do they explicitly embed ADP, AOP and anti-racism in social work policy, practice and education? Not as far as I can see. So, the provisions all seem very piecemeal and one-sided to me and rather oppressive for all – especially Black and ethnic minority social workers.
Do Social Work England and the chief social workers support the idea of the LGA’s employment standards becoming mandatory and universal? We know from BASW campaigns, research and our ongoing discussions with members that the working conditions for social workers remain diabolical in many organisations. However, there is little evidence of this being taken into account and appropriate action taken against employers (when necessary) as part of fitness to practise cases.
No more questions – just actions
Community Care has reported that Black and ethnic minority social workers are “over-represented in fitness to practise cases [and] adjudication hearings are disproportionately white compared to the profession”. This evidence needs to be categorised and scrutinised in the context of social work employers (public, private and third sectors). Also, these conclusions are not new. The GSCC and HCPC have historically reported on this too. So, what efforts have been made to address these longstanding issues of poor working conditions and inequality? Again, how much of a priority is it? Why are we continuously asking the same old questions? No more questions – just actions please.
As reported in another Community Care article, how much of a priority is given to employing ethnically diverse workforces and senior leaders? I think most Black and ethnic minority professionals (and their allies) would be keen to know what is actually being done to reverse these trends.
Since George’s Floyd’s killing and the resurgence of the Black Lives Matter 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 within the profession. Our activities have involved: the publication of numerous articles (1, 2, 3, 4 & 5); incisive and timely position statements (1 & 2); a campaign to change the racist imagery on the KCMG medal; establishing the Black & Ethnic Minority Professionals Symposium; developing the Black & Ethnic Minority Social Workers Anthology (working title); several podcasts (1 & 2) and webinars (1 & 2); a response to the minister for equalities’ report on the disparate impact of Covid-19 on Black and ethnic minority communities and presentations on anti-racism in social work (specifically designed for social work organisations) across England (and internationally).
The KCMG campaign is ongoing. We have received an acknowledgement from Buckingham Palace and our letter has been redirected to the Cabinet office. However, in a bizarre twist, the original tweet (which went viral) has now been deleted from Twitter. We have asked Twitter to explain this, but no response has been forthcoming. We know silence on racism is complicity with the oppressors. I think silence can also be construed as blatant racism in some scenarios. It seems when our oppressors choose not to attack us, the wall of silence is their other favoured tactic. Open dialogue has remained a prominent source of conflict resolution for good reason – it works! It helps to positively undermine any covert or overt power imbalance.
BASW England will continue to educate, equip and empower social workers of colour and allies. As an organisation, we realise that we are not immune to the perils of white supremacy and ‘whiteness’. However, BASW has shown a willingness to address and tackle these issues internally and within the profession more broadly. We will consider all anti-racist proposals from partnership organisations and specialist collaborators that will potentially benefit social work. I like the idea of an Office for Minority Heath, as proposed by Professor Dinesh Bhugra, to promote proper accountability and ensure people from Black and ethnic minority backgrounds have their holistic health (and social care) needs considered.
You can’t read yourself into activism
Anti-racism in social work risks being perceived as radical activism or anarchic ideology. Our social leaders must reverse this flawed belief system. I live in hope that social work policy, practice and education will now begin to properly recognise and reflect that ‘race’ is a socially constructed idea with no scientific validity – invented and refined principally to oppress Black people.
Race remains an unstable concept because it is superficially based on physical appearance. When race was constructed people knew very little about DNA, genetics and human origins. It is an outdated colonial invention that still permeates modern society. Intellectually and morally, as a profession and as a society, we must see beyond what was pre-determined for us centuries ago.
So, if society is built on plantations of racism, still celebrates racist history and traditions and reminds us daily of the inescapability of white supremacy, it’s not enough for social workers (and social work organisations) to be ‘colour-blind’ or ‘non-racist’.”
We must be PROACTIVELY anti-racist – otherwise anything else is just tiresome lip-service. If anti-racism in social work does not exist for social workers, can it ever truly exist for service users? Anti-racism is absolutely integral to social work, so when will it be given the credence it deserves? Without standing up for our defining values and ethics, what is to stop us succumbing to the pervasive and pernicious post-modern sleaze?
“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.” (Dr Muna Abdi).
Ultimately, if my destiny is to try and fail, then I can live with that. I’d rather die trying, thanks. Otherwise, how can I look my kids in the face or even look myself in the mirror? My scruples dictate that I must do what I know to be right (personally and professionally). My only wish is that more people did the same. 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 – RISE UP! What have you done to enforce anti-racism and promote black liberation lately?
Let’s not forget, “when you’re accustomed to privilege, equality feels like oppression”. The only real enemy of progress is ignorance and ‘wilful blindness’. Social justice must prevail.
‘One world, one race… the human race!’
[This article was originally published by Community Care on 16/12/2020: https://www.communitycare.co.uk/2020/12/16/anti-racism-social-work-questions-just-actions-please/]
Bringing a Diverse Curriculum to Life Through Human Stories
Written by Rahul Karavadra
Engagement manager at Lyfta, and has been working in the education sector for a number of years. His background is in Philosophy with a Masters degree in Global Citizenship, Identities and Human Rights.
We recently had the pleasure of taking part in the Big Virtual Conversation III as part of the series of #DiverseEd events organised by Diverse Educators, organised by the brilliant duo, Hannah Wilson and Bennie Kara. The session was a chance for us to hear from a range of amazing speakers in the diverse education sphere, including from our own Rahul Karavadra, Engagement Manager at Lyfta. The key themes of Rahul’s session, about bringing a diverse curriculum to life through human stories, are outlined in this blog.
Growing up, I was always on the edge of my seat when family members told stories of their lives in Uganda and Kenya, and what it was like living in the 70s and 80s as first generation migrants. Hearing their stories allowed me to see them as multifaceted individuals, with passions and interests of which I was previously unaware.
As I grew up, this inquisitiveness developed into an urge to find out more about people from other communities and cultures. This eventually led me to do a masters degree in Global Citizenship, Identities and Human Rights, specialising in diaspora identity construction in relation to host nation experiences and long-distance nationalism. In essence, I was, and still am, trying to understand how my human story is shaped, influenced and connected to the stories of others.
And as a species, we have always been drawn to stories – from paintings on cave walls to the blockbusters we see on our screens.
If we look at western Africa, we can see how important human stories were to society through the ‘griot’; the repositories of oral traditions and history. People would tell their stories to the griot and it was their responsibility to remember them, and recount them to others, passing down lessons that could be retold and learnt from. It was said that when a griot passed away, it was like a library had been burnt down – that’s how important they were.
In this age of postmodern globalism, where identities are negotiated and stretched across permeable borders and interconnected histories, it’s important that a diverse range of stories are told.
It is through the acquiring and exchange of cultural capital that the division between self and the ‘other’ can be dissolved. We are then able to build bridges and lay the foundations of understanding and empathy, as well as an awareness of connectivity, both on a micro and a macro level – ‘we are each others environment’.
As educators, we find ourselves in a similar role to that of the griot – but with ever more relevance. We are responsible for sharing human stories and perspectives from all across the world, and these stories have become more urgent for us to tell. In the past few years alone, we have seen a rise in neo-nationalism, xenophobia and global temperatures, not to mention the physical and mental scarring of Brexit, the death of George Floyd and more recently the storming of the Capitol in the USA.
We must remember to harness the power of humanity for the common good, and human stories allow us to do just this.
At Lyfta, we capture human stories in the form of short documentaries. These are presented through immersive and interactive 360° spaces where teachers and students can experience new perspectives and build vital skills and values. At a time when school trips are on pause, and the ability to travel and have close human interactions are severely restricted, Lyfta invites students to explore the world from the comfort of school or home, and meet the likes of Qwensley in the Caribbean, Kootyin in Hong Kong or Enaney in Ethiopia.
Teaching and learning through human stories can be a useful and powerful way to ensure that students have experiences of the world as part of their entitlement to cultural capital. Lyfta can be used as a tool to develop an understanding of the protected characteristics, and show how equality and diversity can be promoted and reflected within our schools.
We have seen that teaching through immersive human stories can bring a depth, breadth and meaning to complex concepts for children, moving learning from information to knowledge.
Our vision at Lyfta is that by the time a child completes their education, they will have visited every country in the world and will have met at least one person from each of these countries; experienced different cultures, different languages, different jobs, roles and perspectives. They will have seen, and formed a connection with hundreds of positive human stories that model resilience, problem-solving, teamwork, and many other critical skills, values and competencies. They will be able to understand for themselves how interconnected and interdependent we are, and will have gained a deep awareness of their power and role in the world.
You can watch the Diverse Curriculum panel session in full here.
If you would like to explore using the human stories on the Lyfta platform as part of your diverse curriculum, please sign up to our training here. State schools in the UK can enjoy free training and access to the full platform and resources for 12 weeks of term time.
Ethnography and its relevance within the school environment
Written by Cas Germain
Primary School Teacher living and teaching in the UAE. She has a Masters in Gender Studies in the Middle East, is a qualified SENCo and a certified Life Coach.
Before we begin I wish to break down the terminologies I’ll be using within this article to ensure we are all speaking and understanding the same language.
Ethnography:
“The scientific description of peoples and cultures with their customs, habits, and mutual differences.” *
Bias:
“Biases may be held by an individual, group, or institution and can have negative or positive consequences.” **
Inclusive practice:
“Inclusive practice is a teaching approach that recognises the differences between students and uses this to ensure that all students can access educational content and participate fully in their learning.” ***
As educators we all strive to ensure all of our children are getting the best out of the curriculum, however, more often than not there are some crucial indicators and factors which are overlooked.
We humans tend to gravitate towards what’s familiar to us. For some people it can be having a cup of tea when travelling abroad, or gravitating towards people who like the same hobbies as you. It’s part of our human DNA, which is to create meaningful connections, we’re hardwired for it.
When in the classroom and creating a fully inclusive environment for learning, I wish to provide some useful strategies on the importance of checking our bias to ensure all children are represented.
Why is this important?
If you’re teacher training took place in the British curriculum, it’s part of our Teaching Standards: Personal and Professional Conduct. “Showing tolerance of and respect for the rights of others.” ****
When students are taught about one another’s cultures and experiences, it creates a world of understanding and positive relationships.
Students become more open minded and respectful of their peers’ values and identities, creating the ability to connect and build rapport later on, not only in the academic careers but within their chosen professions.
Confidence is created within the school environment and therefore enhancing the learning experience for all, allowing for less likeliness of prejudice to occur later on in life, as teaching with ethnography in mind, provides a safe space to express oneself and celebrates one’s identity.
Children of all nationalities, backgrounds feel a sense of belonging, and are less likely to be influenced by organisations that entice vulnerable ethnic groups.
What does Ethnography look like within the school environment?
As educators we can use simple approaches to ensure pupils feel included, supported and valued.
The basis of all human connection is where we feel, seen, heard, valued and respected. This can be done across the board regardless of race, ethnicity or gender.
Examples can be:
- Creating rapport: Greeting and addressing pupils and colleagues by their names. “A person’s name is to him or her the sweetest and most important sound in any language.” (D. Carnegie) Asking them how their weekend was, or what they enjoy? By speaking about non-school related topics and leaning into the student’s world, creates a sense of trust and positive relationships.
- Representing races and genders on lesson plans: Look at the demographic and ethnography of children in your classroom. For example, if you have a large Caribbean demographic, include pictures and examples of successful people from that area of the world within lesson plans, during your weekly planning.
- Leadership and hiring: When hiring candidates, do you tend to hire male leaders and female teachers? Think about how this reflects and seems from a child’s perspective. If young girls only see men as leading and women as teaching, does this represent their opportunities of growth and career progression later on? Do you have a variety of genders and nationalities within your workforce, that reflect the children in your school?
- Share local and global leaders from all areas of their world and their stories. Using the demographics of students in your class or school, use these example as assembly topics or include them within your slides.
- Celebrate cultural days: E.g Diwali, Eid, Christmas. Choose children to talk about their culture. For KS2 and secondary students, can they create an assembly for the year group/school? For primary children, allow them to tell their class about their culture and how they celebrate their festivals. Allow children to ask questions, and invite parents in (via Zoom) for a Q & A with the children.
The best thing we can do as educators, is make our students feel welcome, seen, heard and valued. This is the basis of all human relationships.
References:
- (Oxford Languages,2021)
- (https://diversity.ucsf.edu/resources/unconscious-bias,2021)
- https://www.highspeedtraining.co.uk/
- https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf