Inclusion Love Languages

Caroline Anukem portrait

Written by Caroline Anukem

Caroline Anukem is Equity, Diversity and Inclusion Lead at Beaconsfield High School in the UK. She is a driving force, a change-maker, and a relentless advocate for equity.

Forget Acts of Service: The Love Languages Revolutionising Inclusion

Tired of the same old diversity and inclusion (EDI) initiatives that fall flat? It is time to do away with the generic and delve into a framework that speaks to the heart of belonging: Inclusion Love Languages.

Imagine this: You walk into a conference feeling a pit in your stomach. The name tags are impersonal, the panels lack diverse voices, and you struggle to find someone who “gets” your background. This is the opposite of inclusion. Now, picture a different scenario. You are greeted warmly with your preferred pronoun, the agenda reflects a range of perspectives, and breakout sessions offer opportunities for collaboration across differences. This – this – is inclusion in action.

Beyond Tolerance: A Celebration of YOU

Inclusion should not be about simply tolerating differences. It is about actively celebrating them.  The “Love Languages” model, popularised by Gary Chapman, categorises how individuals receive and express love.   I propose adapting this framework to inclusion, recognising that everyone has preferred ways of feeling valued and respected in a space.

What are YOUR Inclusion Love Languages?

Just like some crave words of affirmation from a partner, others might feel most included through mentorship opportunities or invitations to social gatherings.  Think about your own preferences. Do you thrive in environments with clear expectations and open communication (Acts of Service)? Or do you feel most valued when your unique perspective is acknowledged and celebrated (Words of Affirmation)?

Understanding your own inclusion love language is just the first step. Now consider how you can identify and address the preferences of others.  Perhaps a colleague or a fellow student feels most included through casual check-ins (Quality Time), while another appreciates being included in focus groups (Gifts – offering opportunities for contribution).

From Feel-Good to Functioning: The Power of Inclusion

True inclusion is not just about creating a warm and fuzzy atmosphere. It creates a sense of psychological safety, where individuals feel comfortable taking risks, sharing ideas freely, and being their authentic selves. This, in turn, unlocks a treasure trove of benefits:

  • Innovation Unleashed: Diverse perspectives combined with psychological safety create a breeding ground for ground-breaking ideas.
  • Engagement on Fire: Feeling valued motivates people to bring their best selves to work, leading to increased productivity and engagement.
  • Collaboration Takes Flight: A sense of belonging improves teamwork and inevitably reduces conflict, thus creating a more positive and collaborative environment.

Speaking Your Inclusion Love Language: Building a Thriving environment 

By understanding the “inclusion love languages,” we can move beyond a one-size-fits-all approach.  This reframing equips us with practical tools to cultivate a culture of belonging, the foundation for a truly thriving and equitable working or learning environment.


Pride Month 2024 - Responding to homophobic language: guidance for schools using Oracy and No Outsiders

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.

Ensuring equality for all cannot be achieved if any group of people feel they are unseen, unwelcome or feel targeted because of the person they are. As teachers, we strive to ensure that everyone feels seen, everyone feels welcome, and no one feels they have to hide their true selves, or parts of their identity. 

In preparing children for life in modern Britain, we need to be clear and consistent in our efforts to make schools a safe place where children understand there are different ideas in society and prejudice may exist in the outside world, but prejudice and discrimination do not exist here, because in our school, there are “No Outsiders” and everyone is welcome.

Children are allowed to hold different views. I am a big champion of oracy as it encourages children to see both sides of a debate and understand it is possible to hold two views at one time. However, while different views are embraced, the othering of a group of people is not allowed. A child can disagree with a point of view and still show respect; this is the golden thread of a no outsiders ethos. 

If a child chooses to use homophobic language, this must be tackled immediately. Children must understand there is no tolerance of prejudice at our school. It is the job of any adult to respond to homophobic language, as this is a safeguarding issue (KCSIE, 2023, “Children who are LGBT” page 51),

A quick response is; “Excuse me?” or, “What do you mean by that?” followed by, “And what do we say at our school?” to which the expected reply is “There are no outsiders”. Reiterate, “That’s right, there are no outsiders here, so you need to think about the language you are using. How are you going to put that right?”

All homophobic incidents should be recorded, and parents informed.

If homophobia arises in a debate where no individual is being targeted but there are attitudes forthcoming that need to be addressed, make sure they don’t go unchecked. An oracy framework enables us to challenge such attitudes effectively by asking the class to respond; “Would anyone like to respond to that?”. If the comment is offensive, for example if a child says, “gay people are wrong” it’s important that the adult responds immediately along the lines of; 

“Can we think about the language we are using here… those ideas may exist in the outside world, but we need to be really careful about the words we use here. To say something is ‘wrong’ is different to saying, you ‘don’t agree’ with it. Do you want to re-phrase so that you are not othering anyone or being offensive?”

“What does the law say about this?” (The Equality Act, British law says it’s ok to be LGBT)

“What do we say at our school about different people?” (We say there are no outsiders, and everyone is welcome here.)

It’s vitally important the teacher addresses the attitudes while not giving their own opinion so we don’t get in to an argument or lead the children down any particular path. What we need to do instead is remind children it is ok to hold different views (“and that’s what makes this debate so interesting”) and we can still show respect and non-judgement. It’s ok to disagree with one another, the important thing is that everyone still feels they have a place here, including the child who is being offensive. It is the child’s views that are not welcome; the child is still welcome.

If a child brings their faith into the discussion; “My religion says it’s wrong”, respond in this way:

“You’re right, there are different views about this in different religions. And that’s the best thing about living in the UK- we have different views and beliefs, freedom of speech and democracy, and we have the Equality Act which protects religion and belief, so people are allowed to hold those views under British law. Who else is protected under the Equality Act? (disability, age, race, pregnancy and maternity, marriage and civil partnership, sex, LGBT) hmmm that’s interesting isn’t it – on the one hand you have religion and belief and on the other you have LGBT … both protected, both allowed… so I suppose we have to find a way to respect both views. We can co -exist without saying the other is wrong….”

And then open out the conversation, move it along using the oracy technique; “Who wants to build on that?”

Keep coming back to “That’s why we say there are no outsiders… we can have different opinions, and we can still respect each other. No one is pushed out because of their religion, their race, or because of their sexual orientation.”

I recognise that these conversations are not easy but they are important and we need to be having them with our children. My advice is to practice responses with each other as a staff team. 

Here are some useful assembly links from  www.no-outsiders.com:

https://no-outsiders-assembly.blogspot.com/2024/05/pride-2024.html

Assembly pictures : Football shirt (no-outsiders-assembly.blogspot.com)

Assembly pictures : football (no-outsiders-assembly.blogspot.com)

Assembly pictures : Bathroom (no-outsiders-assembly.blogspot.com)

Assembly pictures : Beano (no-outsiders-assembly.blogspot.com)

Assembly pictures : LGBT history month (no-outsiders-assembly.blogspot.com)

Assembly pictures : What is homophobia? (no-outsiders-assembly.blogspot.com)

Assembly pictures : Curly hair (no-outsiders-assembly.blogspot.com)

https://no-outsiders-assembly.blogspot.com/2024/06/veteran.html


Make Yourself Heard

Bennie Kara portrait

Written by Bennie Kara

Founder of Diverse Educators

Public speaking is a fact of life in the teaching profession. We speak to students all the time in classrooms, but every so often, we are called to deliver assemblies, or to deliver training to staff, or to speak to governors. Some of us are supremely confident in talking in front of students, but shudder at the thought of talking to a group of adults. If you’ve ever felt a sense of dread when you are asked to stand up and deliver spoken content outside of the classroom, you’re not alone. According to the British Council, 75% of us suffer from anxiety about talking in front of a crowd.

Speaking in front of the crowd may tap into a range of fears. We might fear being nervous and how that might affect our assignment. We might fear judgement, or fear that we won’t get everything across that we want to say. We might fear that people won’t listen. We might fear forgetting what we are saying in the moment, stumbling, freezing, feeling embarrassed. These are valid fears and affect most of us.

Whose voices are valued in the public space? Some people are less confident in their speaking abilities because their voices have been silenced. In the UK, global majority teachers work in a predominantly white British teaching workforce; we know the statistics on the ethnic make-up of leadership teams in education. Global majority teachers may suffer from the voicelessness that is part and parcel of existing in marginalised groups.  This isn’t just true in terms of race and ethnicity; it is also true for sexuality, gender, disability, and neurodiversity.

Voicelessness erodes confidence. So it is hugely important that we learn how to find a voice in the public space and to feel like we belong there. 

Finding your message

Regardless of the occasion, it is important to define the message. Speaking in a staff meeting, delivering a talk to parents – what is it that we want to get across? Not just in terms of the information, but also about you. How are you defining your leadership in the moment through what you say and how you say it? 

The message might be small, or it might be momentous. In either case, we need to find ways to define a sense of who we are as engaging speakers and to ensure that we can convey our message effectively. This takes thought, planning, and crucially, constructive practice.

The best public speakers have elements in common. One of the most powerful tools in public speaking is your ability to tell a story.  Storytelling is vital in public speaking, in the appropriate contexts. An assembly without a story, a keynote without anecdote can feel dry and impersonal. The most skilled public speakers I have encountered know how to weave a story into the talk with a deftness and ease that seems intuitive. 

But storytelling is not intuitive for all. Some people are completely comfortable in selecting anecdotes, examples, stories, tiny useful narratives for the public engagement. Others have to think more carefully, but that careful process can lead to brilliant, engaging public speaking. 

The Diverse Educators ‘Make Yourself Heard’ Course

Designing this course, for us, means that we can support you in developing the right mindset for public speaking and provide you with practical strategies to make yourself heard.  It aims to develop a voice with you in small groups so that you have the chance to listen, learn, practise and hear feedback. 

If you would like support in developing your voice, join us on the ‘Making Yourself Heard’ course using the details below:

Monday 15th January and Monday 11th March 4-5pm

Part 1 – Monday 15th January 2024 4.00-5.00pm

The first session is an intensive look at how you can plan, develop and deliver talk in public so that you can create impactful messages.

Part 2 – Monday 11th March 2024 4.00-5.00pm

This second session aims to support you in considering how to speak impactfully in public. It will cover planning, rehearsal and delivery style in a safe, supportive space with fellow educators.

Nb/ Both sessions will be held on zoom, they will be recorded so purchasing the recording is also an option if you are unable to make either of the dates.


Supporting Parental Engagement for EAL Students

Emma Sheppard portrait

Written by Emma Sheppard

Emma founded The MTPT Project, the UK's charity for parent teachers, in 2016 when on maternity leave with her first child. She has 12 years experience as an English teacher, Lead Practitioner and ITT Lead, and now runs The MTPT Project full time.

I’m now into my third year of immigrant living, having relocated to France with my family in 2021, and – amongst all the other rather enormous changes – one of the most insightful experiences has been navigating the French education system with two children now in infant and primary school.

For context, our move to France marked the first time in twelve years that I hadn’t started September as a teacher.  As a consequence, it was also the first time as a mother that I had been responsible for all the school runs, dropping my children off at their class, rather than breakfast club or handing over from an after school nanny.  My children are bilingual, thanks to my French husband, and my French is competent, but – oh my! – have I felt the panicked feeling of perpetual confusion, catch up and miscommunication over the last two years!

Of course, having previously worked in schools with a high percentage of EAL, bilingual and multi-lingual students, and even managed our EAL department, it has been fascinating to be on the “other side”.  But this insight has pertained, not to my children’s experience (indeed, my daughter is arguably more comfortable in French than in English), but to how we can support the parents in our communities who may not be fluent English.

Here’s what’s been really helpful for me, as the “F(French)AL” parent at the school gate…

Information Evenings

A short information evening early on in the term where parents get the chance to see their children’s classroom, leaf through their books, visually take in which book is the planner, which is for reading, what homework might look like etc., is a great starting point.  It provides the opportunity for parents to demonstrate their level of English, and for teachers to take note of any families that might need additional support in clarity of communication.  It also introduces parents to each other so that families speaking the same language can find each other and build community, or get added to the class WhatsApp group so they don’t miss out on important reminders or get togethers.

I make a point of speaking up at these meetings, and talking to the teacher afterwards so that they can really hear the extent of my clumsiness in French, but some parents might not feel comfortable doing this.  Quietly engaging with parents as they come in, or leave the meeting with more than a “hello”, “good bye” can be a good way for teachers to get a better idea of how much English our families have.

Asking all parents in these meetings, their preferred means of communication – email, telephone, in-person, notes in planners – is a sensible way to secure clarity of communication from the start.  Some parents may be able to speak and understand English confidently, but their literacy skills may be weaker.  Some parents may be adept at using Google translate and balk at telephone conversations.  Equally, for our native or fluent English speakers, email may be far preferable in a busy working day, to the interruption of a telephone call.

At the School Gate

The relaxed, conversational moments at the school gate are a great opportunity to show with smiles and gestures that students have had a great day, or to point out an important piece of information in a letter going home, or even to tackle challenges.  This might be normal practice at primary level, but is particularly helpful for parents without much English who may otherwise have no means of knowing how school is going.  

The hovering time afforded to me by the physical presence of teaching and support staff at the gate of my children’s first school meant that I was able to get to grips with how school lunches worked, wraparound care, strike days, when to bring in packed lunches, what on earth the system of cover teachers was in France.  Remember that different countries have hugely different approaches to all aspects of education, and ways of doing things outside the classroom might be completely alien to some of our families – they were to me!

At secondary level, it might be trickier, especially beyond KS3 where students are more independent, but knowing which parents do collect their students, and swapping in a gate duty once in a while is a great opportunity for relationship building.

Inclusive Homework

Never have I had such thorough French lessons as when my son started CP, the equivalent of Year 2 when children learn to read in France.  Every evening, he was required to read through syllables and increasingly complex passages from his Taoki text book.  My pronunciation, vocabulary and understanding of French linguistics improved immeasurably over this year, even if I still can’t differentiate between the different ‘oo’ sounds.  I now have two miniature teachers, as well as the shadow of their teachers to support my progress in French.

Homework activities – and resourcing these effectively – that allow parents to learn alongside their children, even if they are doing this surreptitiously rather than pro-actively, are a great way to boost parents’ own language skills.

Celebrate Home Languages

Yes, yes, I’m an English teacher and will leap at any chance to read a story and perform in front of an audience, but the jokes from parents and teachers about helping them to improve their English have resulted in a termly story-time slot for three year groups in my children’s current school.  

As English speakers, we’re in the privileged position of speaking the global language of business, and as such, English is a valued language in most countries.  Unfortunately though, this means that we look down – as a general culture – on other languages or consider them irrelevant.  

This contempt is interlaced with prejudice, and I’ve definitely been on the receiving end of light-hearted mockery or messaging coming through my children and their friends, that indicates that these attitudes are also present in France.  It creates tension, wariness and defensiveness and I’m incredibly conscious of the parents and teachers who make room for me, and are generous with my language – allowing me to make mistakes and feeding me vocabulary when I stumble – and those who look at me with fear or discomfort when I begin talking.

Story time has provided an opportunity to celebrate English – I deliver with props and songs and emphasis, and follow-up worksheets – and the children love it and share this enthusiasm with their families.  Not all parents will be interested or available for a set up like this, but events like World Book Day, a Home Cultures or International Day, are great opportunities to invite primary school parents to come in and tell a story in their home language.  At secondary level, this could take the form of a drop down day or afternoon where parents, students and teachers set up a national market place stall of treats, games and language challenges for students to explore.

Offering community languages as an optional GCSE is also a hugely important signal that other languages are valued in your school.  Parents need to be informed of how their can support their children with this extra-curricular commitment, and the importance of speaking, reading and writing the home language.  Some parents might even be interested in supporting with language clubs, additional tuition, mock paper marking, or speaking exams.

Most importantly, remember that language limitations don’t make parents lesser, and it is definitely not our role as teachers to dictate how much English our students’ parents should speak, or the languages that should be spoken at home.  Bilingualism and multilingualism are a gift, and “Time and Place” bilingualism – where specific locations (e.g. home and school) – are delineated for one or other language is a tried and proven method for building native fluency in more than one language.

Parents’ English may improve over time, or they may be very content with the level of language they have.  This may be particularly true if they have secondary aged children and school is the only reason they need to understand or use their English.  With small adjustments – many of which are attitudinal – we can embrace the parents of our EAL students and facilitate inclusive environments where they can engage with their children’s education in a way that feels appropriate to them.


Woke, but not too woke?

Bilkis Miah portrait

Written by Bilkis Miah

Bilkis brings a powerful perspective to the table, shaped by her upbringing as a British-Bangladeshi immigrant. With experience in both management consulting and the education sector, she offers a rare blend of expertise and cultural insight. Her unwavering commitment to breaking down barriers and challenging norms has positioned her as a powerful voice for change. Bilkis is not just a thought leader, but a driving force for positive impact, inspiring and empowering communities everywhere to re-imagine what is possible.

Inclusivity, or ‘wokeness’ as it’s come to be known, isn’t political correctness gone mad, it’s an essential move for our children. 

To see how ‘wokeness’ is perceived in education, you only have to open the newspaper to see that Robert Halfon, Chair of the Education Select Committee, condemned the use of the term ‘white privilege’ last year. Halfon claimed – and this is as much as I can agree on – that there is an ‘opposite reality [to privilege] for the white working class across society’. 

But surely this is a question of semantics? Isn’t it more important to make sure we’re not entering a class war, and pitting one group against another? Using terms like ‘white privilege’ isn’t the reason why so many white working-class children are failing. It’s a systemic problem, including underfunded schools, economic inequality, and the lack of opportunities for social mobility. 

Understanding communities

So, what’s even more important is that we come up with initiatives and programmes that help future generations. For this to work, it’s important to listen to the community, such as teachers and parents, but also to ask children what they need. We need to understand the context that is breeding such inequalities, and let communities know that their voices are being heard. We’re all complex and layered humans, and there are nuances to navigate. For example, in Tower Hamlets where we’re based, there is a majority British-Bangladeshi and white working-class population. Things like living in an intergenerational home, or having parents who have little or no formal education are real issues that our children have to deal with. When we asked parents what they were worried about, it was the same common theme – they were worried about losing their children to a world they didn’t understand. 

But there needs to be impact on beliefs and understanding the community has over these issues. It has to reach communities beyond the school gates, it can’t just be up to teachers. This is where we saw an opportunity to take parents and carers from all backgrounds on a journey to clearer awareness; one that helps communities understand what we mean by diversity and inclusion and to have the tools they need when they come across it in their lives. We do through our home activity kits. The kits encourage families and children to think and learn about themselves and the world around them through fun, paper-based activities. Importantly it doesn’t centre around having digital access – digital poverty in our community is a real obstacle – rather, the focus is on spending quality bonding time away from the screen through activities like journaling, reading and art to name but a few. 

Real-world wokeness

Last year we saw St Paul’s Girls School renaming their ‘head girl’ position to ‘head of school’. This may seem like a superficial change, but the reasons behind it are key. And no, this isn’t ‘political correctness gone mad’. It’s really important that we don’t define our pupils by gender, race, religion, sexuality, class or ability. All the stereotypes that come with these narrow categorisations have wider societal implications. By changing the title from ‘head girl’ to ‘head of school’, staff are saying to their pupils, ‘We recognise you, and you can achieve anything regardless of your gender’. It’s not boxing girls into certain roles, or qualifying success with terms like ‘girl boss’ – you’re a boss, period. This is so important when we think about a healthy, diverse workforce for the future. Even in our pilot project, we’ve heard comments from children such as “Boys will have more important jobs as they have bigger brains.” Statements like these may seem inane, but it’s essential to dismantle them as soon as you notice them, so they don’t have the opportunity to entrench further. 

Importantly, when you’re talking about making sure to teach about stereotypes at school, and embedding this into school policy, make sure to take families on the journey with you. It never ceases to amaze me how many schools don’t necessarily ask parents the tough questions: ‘What worries you?’, ‘What are your main concerns around teaching about stereotypes?’. Not only does this let families feel heard, but it allows you as the teacher to understand their concerns, and have the opportunity to allay some of those fears. More often than not, parents want the same as you – for their children to have all options open to them.  


‘I’m so glad we have one of you here!’

Nabiha Mohamed portrait

Written by Nabiha Mohamed

I am a British born Muslim Pakistani Geography teacher, who loves rocks and the Marvel Universe. I have spent 13 years living in Abu Dhabi but have now returned to the UK and am living in Bristol. I have taught in both comprehensive and independent schools, both of which I have enjoyed very much. I am a creative being who overthinks everything! I love to learn, and I have recently woken up to the fact that I am one of the few teachers of colour in this country and am now feeling the responsibility of this weighing heavy on my shoulders. Keen to ‘make a difference’ in the schools, I would love to connect with other teachers of colour in the UK.

We have been hit with comments like these throughout our lives. We have become accustomed to these ‘microaggressions’ in every aspect of our daily routines, and by ‘we’, I mean, people of colour. 

As a British Asian Muslim woman (that’s a lot of labels already) born and raised in this country, I had never heard of the term ‘microaggressions’, until about 2 years ago in a CPD session at school. It was a turning point for me, in my career and my personal life. I have since been educating myself around the topics of unconscious bias, microaggressions and sense of belonging, particularly in schools. It’s been a rollercoaster ride since then, highs and lows in my teaching career, in my understanding of the issue and trying to work out how best to teach students to be assertive and staff to be ‘awake’. I am no professor in this area, I am not perfect, but I have grown to become passionate about this topic as one I can relate to and hopefully, an area I can help change in schools.

I have come to realise that many people who fire microaggressions at you, are often wonderful, kind, well-meaning people. They just don’t think about the gravity of their words; if you did have the courage to call them out on their inappropriate comments, they would be utterly devastated, which also makes us hold back on speaking up. Three recent examples I can think of (all said by adults):

  1. I can never learn the names of the girls who wear hijabs, they all look the same. 
  2. I’m so glad we have one of you here now at school, the kids really needed someone like you.
  3. I loved culture day; it was my favourite day of the year! I loved all the costumes students wore; they were beautiful. 

Costumes? I don’t wear my salwar kameez on Halloween, love.

I have delivered CPD sessions and assemblies on Unconscious Bias and Microaggressions to both staff and students recently, with the aim to give students of colour the confidence to speak up and say, ‘that’s not okay’ and to educate teachers on what many of their students go through daily as they go about their lives. 

The thing is… I said in my assembly that I promised myself, whenever anyone was to say anything inappropriate directed at me, I would speak up and tell them. If ‘we don’t do this’, I said, ‘things will never change.’ Did I speak up when the above microaggressions came my way? Shamefully, no I did not. WHY, oh WHY did I not say anything?! Because, they were all lovely people who didn’t mean any harm. Because I, aged 47, did not know how to handle the situation at that exact moment, and if I couldn’t, how could I expect a child to?

However, I want to break the cycle. I want to have the confidence to say ‘errmmm, no’, and I want to teach students to be able to do the same in a respectful way, but I don’t know how to. We have school policies on explicit racism but there is nothing in means of reporting the implicit microaggressions from students or staff. Should there be? Is there a need? Do we ask our EDI Leader to speak to the guilty ones or should we have the guts to do it ourselves? But the interesting, or annoying thing amongst these questions in my head is, why am I struggling to speak up like I am the guilty one? I haven’t done anything wrong. 


The Misuse of Gender

Katy Carpenter portrait

Written by Katy Carpenter

Katy is a Pastoral Lead and EDI Lead in a Birmingham primary school. She is currently studying for her PhD in Education, researching how children explore and negotiate gender through creative writing.

Graham et al (2017) wrote that gender is typically constructed within a binary of two natural biological entities – man and woman. As such, it is very easy to conclude that gender is inherently linked to one’s sex. Even a modern understanding of gender as a social construction and a form of expression finds itself difficult to detach itself, semantically, and conceptually, from one’s being male or female. The language around gender remains restricted to a range of words pertaining to masculinity and femininity, a binary mode of thinking which reduces our positioning of people who deviate from the gender norm as either masculine women or feminine men. It seems that without this binary, we would find it very difficult to understand gender-diverse people. 

How have we gotten here, why is this the case, and need it be? Our historical, social and cultural norms have made it so that gender appears to be indistinguishably linked to sex, and historically, sex and gender have been treated as synonymous in law and culture (Case, 1995). Even contemporary culture continues to conflate sex and gender. On an application form I will often be asked to identify my gender, and drop-down options usually are a choice of male, female, non-binary, or prefer not to say. Now if what HR wanted to know was how I express myself, they could change these options to masculine, feminine (due to where we are in history these terms are still helpful in denoting a style or aesthetic), non-binary, prefer not to say, and in addition they might even add a few other options like flamboyant, assertive, glamorous. Of course, this would be limitless and unmanageable. It also wouldn’t be very useful to HR because when this question is being asked, what they actually want to know is my sex assigned at birth, or indeed, whether I don’t find this label relevant to my ability to do the job, in which case I might opt for non-binary or even the as question-raising option, prefer not to say.

The conflation of sex and gender is problematic. When we use the terms interchangeably, people end up confused. I treat gender as a social construct, historically derivative of the male/ female sex binary but actually conceptually distinct from it. A popular view of gender is one of whether you’re male (a biological occurrence), female (a biological occurrence), or reject those biological categories (a social occurrence). The drop-down boxes on application forms suggest that this is also an institutional view of gender. However, an important distinction between sex (meaning one’s sex assigned at birth) and gender (meaning one’s expression- which has both personal and political motivations) needs to be upheld, else we need not have two terms at all. A semantic and thus conceptual conflation of sex and gender subsequently leads to a confusion of the debate around matters pertaining to gender. Indeed, one of the outcomes of this conflation is that when I talk about gender with my friends and colleagues, I am taken to be discussing transgender matters. Channel 4’s Gender Wars, which aired earlier this summer, looked promising in bringing discussion about gender to a wider audience than academics and people leading EDI work, however in focusing on the debate around the trans community, it unfortunately upheld the impression that all debates around gender are debates around trans issues. The gender discussion is much wider than this, and there is a difference between the matter of being transgender and the critical questioning of the boundaries of gender presentation.

In relying on a binary between masculinity and femininity when developing a framework for conceptualising gender, even those who accept and embrace gender fluidity are restricted to this idea of two ends of a linear spectrum and everything else in-between. I suggest a different way of picturing gender (because let’s face it, things that come with a picture are always easier to understand). I suggest an egg, where male, female and intersex people reside centrally in the yolk, and the white circle around the outside is the space of gender – how one expresses oneself. By removing the image of the line, one form of gender presentation is no nearer to or further from any one sex than it is another, and thus releases itself from the binary of masculine and feminine forms of presentation.

In her 1990 book Gender Trouble, Judith Butler controversially questioned the category of woman. This was contentious because it destabilised ‘woman’ as a protected and distinguished category, with fundamental difference to men, something centuries of feminist work unwittingly embedded. This idea set ablaze the acknowledging of gender (in a feminist context, the doing of womanhood) as a process of construction – gender as a doing rather than a being, separate from sex. This was called gender performativity. With this different understanding came the possibility of a critical evolution around identity and performance. There is much yet to be explored.  

References

Butler, J (1990) Gender Trouble. Feminism and the Subversion of Identity. Routledge, New York.

Case, M. A., (1995) Disaggregating gender from sex and sexual orientation: The effeminate man in the law and feminist jurisprudence. Yale Law Journal, pp.1-105.

Channel 4 (2023) Gender Wars. Available here: https://www.channel4.com/programmes/gender-wars 

Graham, K., Treharne, G.J. and Nairn, K. (2017) Using Foucault’s theory of disciplinary power to critically examine the construction of gender in secondary schools. Social and Personality Psychology Compass11(2).


Languages in the Community

Mair Bull portrait

Written by Mair Bull

Former teacher and content writer for BBC Bitesize. Now works at Manchester Metropolitan University in the Curriculum and Rise teams.

Recently, we launched our first flexible learning Short Course, a trailblazing Office for Students pilot, part of the Government’s lifelong learning and upskilling agendas. We started with the unit ‘Languages in the Community’. We have a fantastic first group who really enjoyed learning about the course structure and being introduced to Urdu. Each week we will explore another of Greater Manchester’s most popular languages and learn more about the city and our community. In addition, the unit explores how we communicate (using both verbal and non-verbal forms) and create inclusive and welcoming spaces, no matter the level of spoken English.

This innovative pilot enables students to study flexibly and from 2025 to ‘stack’ their courses to build up to a full degree. We have started initially with Level 4 and students can ‘stack’ to achieve a Certificate of Higher Education (equivalent to first year of a degree). 

Initially, our Short Courses are aimed at those working or volunteering in education, health and social care. Most students in the pilot do not have degrees and so this new and exciting opportunity offers them a chance to gain a qualification whilst still working in roles such as classroom assistants, nursery staff, childminders and social care associates. However, the flexibility of the structure means the courses have also attracted those with degrees, such as teachers, using the courses as part of on-going CPD, especially as they recognise the importance of staying up to date following the significant impact of Covid-19 on young people and families. 

The Short Courses have been developed each step of the way with equality, diversity and inclusion at the core. Initially, we hired independent consultants from Diverse History UK, as part of our quality assurance review panel to scrutinise our inclusion curriculum planning.

The courses aim to role-model the best in flexible, inclusive and innovative practice. We want these courses to inspire and empower students, building that bridge between their previous experiences and these new level 4 opportunities. Our structure means that students come together in-person weekly for workshops, plus additional asynchronous online activities, which students work through independently at a time that suits them. There are no essays or exams, instead the assessments are authentic and can be applied directly to the students’ own setting. 

Key to the success of the Short Courses is the importance of creating a welcoming community, where students from all backgrounds and experiences feel they belong and can enjoy sharing the learning journey with others. 

The potential of the Short Courses model has really captured the attention of the sector and beyond, and we are exploring opportunities with our engineering employer partners creating a CAD (Computer Aided Design) and 3D printing course, with our award-winning Print City team. In addition, we are bringing on new units all the time, including Speech, Language and Communication; Mental Health and Wellbeing; plus Risk and Safeguarding.

To find out more visit: www.mmu.ac.uk/study/short-courses


Addressing the Legacy of Section 28 & Supporting Diverse Families

Troy Jenkinson portrait

Written by Troy Jenkinson

Equality, Diversity & Inclusion Specialist, children’s author, public speaker and former Primary Headteacher and Executive Headteacher. https://troyjenkinson.com/

Today, more than ever, we should strive for equality in our schools. Seeing how LGBTQ+ culture has been embraced in colourful Pride events and the peppering of queer characters in the media, you could be forgiven for thinking we had turned a corner in equality. We have come a long way, triumphing over the Section 28 policy (the 1988 amendment to the UK Educational Bill silencing queer teachers) and the partial decriminalisation of homosexuality. We have fought hard for rights to marry, adopt and live our lives showing our “True Colors” to quote Cyndi Lauper. 

Digging deeper, you realise how far we still need to go. The ILGA (2020) reports 70 countries still criminalise homosexuality; 6 punishable by death, 57 with lengthy prison sentences. Only 68 countries offer broad protection for their LGBTQ+ population. High profile media events point to continued educational need. Florida’s “Don’t Say Gay” Bill (March 2022) mirror’s Thatcher’s vindictive 1988 Section 28. We have not learned. Cripplingly unfair acts such as harsh laws to imprison LGBTQ+ people for life in Uganda reported by the BBC in March 2023 marginalise our community.

The UK once topped the ILGA table of European countries for LGBTQ rights (2015), but slumped 14 places by 2022, accredited to governmental failures and its abandonment of its promise on gender recognition and equality plans. The statistics speak for themselves. Galop (2021) reported “LGBT+ hate crime is disproportionately on the rise in the UK.” Two thirds of LGBTQ+ people experienced homophobic violence or abuse. This likelihood only increases for ethnic minority and trans people.

The question we have to ask ourselves is; why? 

Bullying is borne from ignorance. Section 28 has long-lasting effects on our educational establishments. Stonewall reports LGBTQ+ students are twice as likely to have been bullied than their non-queer compatriots (42% compared to 21%). Teachers echo this; 85% of secondary and 45% of primary staff acknowledge homophobic bullying in their schools.

With less than half of LGBTQ+ students (48%) experiencing positive messaging to support them, it is high time we as educationalists did something about it. The government introduced Relationships and Sex Education Guidance (2019) but left it open to interpretation stating:

“Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a standalone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.” (DfE, 2019)

Robert Long (2023), concludes schools are still not required to “promote” same-sex marriage:

“Governors, teachers and non-teaching staff in schools, parents and pupils, are free to hold their own religious or philosophical beliefs about marriage of same sex couples.” (Long, 2023)

Schools need help to sensitively support all pupils and tackle the endemic victimisation. They need to address inequality and inclusion in their curriculum and how they support diverse families. There is little guidance for parents themselves.

From my own experience of coming out, my parents found it traumatic; relating it to grieving as they tackled a myriad of questions, hyped by media negativity: 

  • Would I grow up happy and fulfilled? 
  • Would I be bullied? 
  • Would I die of a terrible disease? 
  • Would they have grandchildren? 

Though this was in the 2000s, it is still a very real issue for some individuals today.

Recently, I worked with international colleges supporting staff and students from countries with poor human rights for LGBTQ+ citizens. I became fascinated by the term “Straight Privilege.” Those not identifying as LGBTQ+ do not have to come out, or seek out role models in the public eye. It is an interesting concept to explore.

As a headteacher, influenced by Andrew Moffatt, I introduced weekly “No Outsiders Assemblies.” Using news images, I positively identified people who stood up for their rights or succeeded despite potential marginalisation. This ranged from Malorie Blackman’s interpretation of historical figure, Rosa Parks for Doctor Who and Jacinda Ardern’s maternity arrangements as New Zealand’s Prime Minister, to discussing the controversies of a gay kiss at the 2018 Winter Olympics.

Working with a family whose children experienced bullying for having same sex parents, inspired me to publish my first children’s book “The Best Mummy Snails in the Whole Wide World.” Since, I have delivered countless assemblies, workshops and key notes speeches aimed at fighting the corner and being the role-model, I never had in school.

 


What Does it Mean to Belong?

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

Some people think that framing DEI work under belonging softens it and dilutes it, whilst I do understand this critique, I personally believe that belonging is the door-opener to the conversations about DEI, it is the way-in for many to enter the space.

Belonging to me is being seen, being heard, being valued, being safe. Belonging is not about fitting in but about being accepted, loved and respected for who we are. When we belong, we feel included, we feel connected and we can flourish as we can be ourselves without fear of judgment. We belong when noone makes us feel like an outsider, noone others us. We belong when we are celebrated, not tolerated.

I always start my training session with any stakeholder group by exploring the language and unpacking the acronyms that can inhibit the work. I share the linguistic/ acronym journey of DI (Diversity and Inclusion) becoming EDI (Equality, Diversity and Inclusion) and iterating into DEI (Diversity, Equity and Inclusion). With the J for Social Justice appearing with some saying DEIJ and others saying JEDI. Noticeably, the addition of the B has been a more recent  trend in the last 3 years.

Belonging appeared in our consciousness and in our vocabulary in the wake of George Floyd’s murder. As we saw corporate commitments to doing the work, I observed a trend on LinkedIn. People in my network who were Heads of DI/ EDI/ DEI were becoming Heads of Belonging. A subtle shift in language which reframed their role. Their remit was to be responsible for levels of belonging in their organisation and to use this lens to scrutinise policies, processes and practices.   

I started sharing this observation with the school people I was training and it always resonated – show me an educator who would answer No to the question: Do you want all of your learners to belong in your classroom/ school? In some ways it is a bit of a trick question when you then follow up with more probing questions about belonging in the curriculum and in the library.  They have already said Yes so how do they now do a U-turn and say No? 

I began to extend the questioning to the adult experience: Which adults belong in your school? Which parents belong in your playground? Who belongs in our education system? Each question was a provocation to invite some reflection and discussion, to shift people out of their own bubbles and to exercise some awareness and some empathy for others.  

Using my coaching skills to create a safe space, to take people beyond their comfort levels and to increase their consciousness is a facilitation strategy I am constantly refining. A safe space means that we can be courageous and that we can challenge one another but that we do it in a mindful way. The wheel of power of privilege exercise I regularly use is a tool that can create high levels of discomfort but it is a great way to unpack the ‘perception gap’ and emphasise why some people might have a greater sense of belonging than others. 

Linking the census data for the country to the workforce census for our profession to attrition data for the sector to hate crime data in society to staff and student survey data, is another way to increase awareness of who belongs and why this might be. As an English teacher I use the data to tell the story of a space and I ask the question: What story is the data telling us about who belongs here?

So when I am delivering keynotes and workshops on Creating a Culture of Belonging, with the acute awareness that I am a cis-het, white, able-bodied woman who is facilitating the conversation, I am not letting people off of the hook, but I am instead creating a container for some radical candor. I am holding up the mirror to myself and to others to recognise that we might have taken our own sense of belonging for granted and that we might assume that others feel/ experience our spaces in the same way as we do, when the reality is that there are gaps which can quickly become gulfs.  

I remind people in our training sessions that belonging and love are at the centre of Maslow’s hierarchy of needs. Noone can progress to the upper tiers of esteem or self-actualisation without a sense of connection. More importantly it is also a reminder that we do not belong if our physiological and safety needs are not being met. A stark example of this is found in the Just Like Us 2021 Report – Growing Up LGBTQ+ published as we came out of lockdown. 

Belonging is the goal of our DEI work. Belonging is also the outcome of our DEI work. Belonging surveys can be helpful as they baseline how people are currently feeling about their experience – we can baseline and benchmark belonging by role, by group, by identity and listen to/ learn from what we are being told. Belonging is not fluffy, when used intentionally, it instead creates insight from the different portals it opens up for us to explore.    

For example, women between 30-39 who are parents/ carers and who are seeking flexible working vote with their feet and leave our sector in droves each year. How can we create more family-friendly schools to create a greater sense of belonging for that group of professionals? 

For example, mixed race is the fasting growing racial identity in primary school pupils nationally. How can we recruit and retain more teachers of colour who represent the communities that we serve? How does having increased role models in the staff increase the levels of belonging for our pupils?       

A culture of belonging is one where we are courageous and curious, one where we are open to challenge and committed to change. It is one where we ask searching questions and where we listen to the often hard truths that are revealed. 

So as everyone jumps on the ‘Belonging Bandwagon’ and it becomes the newest buzz word at edu-events, can we make sure we are not skirting around DEI issues but getting to the heart of the matter? And when we are talking about belonging at events and in our schools can we be more aware of who is in the room, of who is talking, of who is listening and what that also tells us about the sense of belonging or the lack of?