Why We Need Anti-Sexist Language Resources in the Curriculum

Sophie Frankpitt portrait

Written by Sophie Frankpitt

Applied Linguistics undergraduate at the University of Warwick

A culture of sexual- and gender-based violence is being enacted through our words. But we still aren’t listening – and we still aren’t talking about language.

In June 2021, the government published a review of sexual abuse in schools and colleges. It showed us that sexual- and gender-based violence is rife, and that girls are disproportionately affected. The figures were stark, but for many of us that did not come as a surprise. What came as a surprise for me is that – as far as I’m aware – no-one pointed out that most of the sexual harassment was perpetrated through language. 

I’m a Linguistics undergraduate, which means that studying language is what I do. Ever since the review was published, I’ve spent days rereading it, trying to work out how to articulately say that this survey shows us how important language is. It is through working with Our Streets Now for the last few months that I have been able to work out how to say what I think needs to be said. 

The review stated that 92% of girls thought sexist-name calling happens a lot at school, and 80% thought that unwanted sexual comments are a regular occurrence. Other recent studies have also shown us that sexual- and gender-based violence are often perpetrated through language. For example, in 2018, Plan International reported that 38% of girls experience verbal harassment at least once a month. This is likely to be higher amongst women of colour and those in the LGBT+ community. In the National Education Union’s (2019) study, over a quarter of teachers hear sexist language daily at school. On Our Streets Now media, the campaign against Public Sexual Harassment, you can see various testimonies that explain the effects of verbal (and other) harassment. 

You might say that sexist language is the least of our problems, and that we should be dealing with things like physical harassment. But sexist language establishes a conducive environment for sexist behaviour. It enacts and builds a culture in which sexual- and gender-based violence is standard. This means that, by using and hearing sexist language, a culture of sexual- and gender-based violence is normalised. There are many, many studies that have shown the detrimental effects of sexist language on wellbeing. And this is why language is important. 

Part of the reason language is powerful is because it shapes our worlds often without us even realising. Within our words lie our values, our beliefs, and our identities. Because of this, language has a massive role to play in the fight for gender equality. 

The first step is recognising how important language is – and thinking and talking about it much more than we currently do.

Secondly, we can incorporate teaching about anti-sexist language use into the curriculum. Our Streets Now currently has – and is working on – resources for schools that examine the role language has to play in combatting Public Sexual Harassment. The resources educate about Public Sexual Harassment, ranging from topics like being an active bystander to recognising victim-blaming narratives. 

And finally, we can make Feminist Linguistics more mainstream. Language affects all of us, so it’s damaging to keep it confined within academia. Every day and for everything, we use language – so we should all understand the power that words hold. There are a few resources that can help us to learn a bit more about language. I’d recommend starting with the blog language: a feminist guide, taking a look at Our Streets Now’s website, and learning about feminists (such as Chimamanda Ngozi Adichie, Amanda Gorman, Laura Bates –Every Day Sexism and many more) who use language to empower, uplift, and educate.

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Being Transgender in the UK, Transphobia and How to be Inclusive

George Hughes portrait

Written by George Hughes

Senior Education, Training and Strategy Officer currently working for EqualiTeach. Having previously worked as an English teacher, George has a passion for writing. They are currently studying an MA in creative writing at Manchester Metropolitan University and hope to one day publish their own children's novel.

With roughly 200,000 – 500,000 trans people living in the UK (Government Equalities Office, 2018), and more celebrities coming out as gender diverse, trans people have become a popular subject for discussion. While many transgender people are celebrated around the world, discrimination and transphobia is still being faced daily with devastating consequences. This blog is about being transgender in the UK, what we mean by transphobia, and what we can do to be inclusive of all members of the community.  

First of all, what is meant by the term transgender?  

The word transgender is a term which describes people whose gender identity is not aligned with the sex they are assigned at birth.  

What is gender identity?  

A person’s gender identity is their personal and internal sense of who they are regardless of their hormones, internal and external sex organs, and chromosomes. Gender is no longer regarded as a binary model wherein people have to identify as either man or woman; it is instead a spectrum in which a person is able to freely identify themselves as one of over 60 different gender identities.  (Abrams and Ferguson, 2022)  

What is transphobia?  

In simple terms, transphobia is negative feelings, attitudes or actions against people who identify as transgender. It also covers those who identify as nonbinary, transsexual or androgyne. Transphobia can be seen in many different forms and can range from inappropriate language, prejudice-related bullying, to full-blown violent attacks.  

The transgender community have become a topic more frequently discussed by the British tabloids. Panic and prejudice have been propagated by the press and gender critics. Research carried out by Forbes (2021) has claimed that 375 transgender people were murdered in 2021 – twenty five more than the year before. According to records, this is the ‘deadliest year of violence against gender diverse people since records began.’  

In August 2020, the Equality and Human Rights Commission published a report which showed the public’s attitudes to trans people. From the data, it is clear that many people do show a positive attitude. When asked to choose words to describe their feelings towards trans people, many chose words such as ‘respect’ and ‘admire’. However, there is still a percentage who selected ‘pity’, ‘fear’, ‘disgust’ and ‘resentment.’  

So why is there a growing level of fear-mongering and intolerance?  

Shon Faye (2021) states, “By and large, the transgender issue is seen as a ‘toxic debate’, a ‘difficult topic’ chewed over (usually by people who are not trans themselves) on television shows, in newspaper opinion pieces and in university philosophy departments. Actual trans people are rarely to be seen.” As a trans person, it is hurtful to have my existence debated by people without any lived experience. How often do we see ourselves reflected in the media, and not being spoken about by a cisgender person? 

As someone who has recently come out as trans, I am getting used to the daily microaggressions and comments about people’s ‘transness’. People have a lot of questions! The most common questions are “When you are having surgery or taking hormones?” as that is what people assume is everyone’s next step. It is not enough that we exist, we have to exist in a way that everyone expects us to.  

What is it like being trans in the UK?  

While there is lots of support, it is also incredibly difficult. In order to even be diagnosed with ‘gender dysphoria’ (the feeling of discomfort or distress that might occur in people whose gender identity differs from their sex assigned at birth or sex-related physical characteristics) and start medically transitioning, you have to be assessed by two psychologists with expertise in the area of gender development. These can be in excess of £1000 and that is just to get a piece of paper with your ‘diagnosis’ on. If you were to go through the NHS, wait times for the first appointment alone are a minimum of eighteen months – and that is if you are fortunate. Once you have your referral, you are faced with more waiting to see a specialist in that area. Even privately, waiting lists for hormone replacement therapy are a year long. So, while some of us will be going through hormone therapy or surgery, each time we are asked, it reminds us of the long waiting list ahead and the months to follow where we still don’t feel at home in the body we are in.  

How can people help? 

One way, is to avoid gendered language 

Reflect on the language you are using. Using gendered language such as ‘boys and girls,’ ‘lads’ and ‘ladies and gentlemen’ can be alienating for those who identify as gender non-conforming and gender diverse. Being referred to as ‘miss’, ‘ladies’, or ‘madam’ makes me feel uncomfortable every single time.   

To avoid this, use vocabulary such as: 

  • Everyone 
  • People 
  • Folks 

These terms are more inclusive and do not focus on someone’s gender or gender identity.  

Use chosen names and correct pronouns 

A person’s chosen name and pronouns are an important part of their identity. If someone has asked you to use these, ensure you are doing so in order to respect the person’s gender identity, and to ensure that they feel included and valued. Chances are, someone has spent a lot of time thinking about their name, so please use it!  

If you’re not sure of someone’s pronouns, ask! I have always really appreciated it when someone has asked me what my pronouns are. It immediately puts me at ease. If you are struggling to remember, have a go at saying their names and chosen pronouns aloud.  

For example:  

Sam is a trans man, he is using he/him pronouns.  

Jamie identifies as non-binary. They use they/them pronouns.  

What is a deadname? 

A deadname is the name transgender people may use to refer to the name they were given at birth. Some people may refer to it as their birth name. You should not ask what their deadname or birth name is, unless it is for legal or financial reasons. If someone wants to share this with you, they will. If you know someone’s birth name, don’t use it. Use the name that the individual asks you to use.

What if I call the person their birth name or use the wrong pronouns? 

People make mistakes all the time. It’s okay! If you happen to do this, apologise and move on. If someone corrects you, say ‘thank you’ and move on. It may take a while to remember if you have known the person a while. The most important thing is to show that you are trying.  

What if I’m talking about someone before they transitioned? 

Always refer to the person using their chosen name and pronouns unless they tell you otherwise. It is respectful to only use what the person is happy with. 

And finally, if there is a question that can be answered by Google, search for it! 

I started out thinking I had to be everyone’s guidebook to being transgender. I misplaced nosiness for support and said that I was happy to answer any questions at any time. I have since realised that it is not my duty to educate others; that is something that has to come from them. While I am more than happy to have conversations on being transgender, rights, discrimination and equality, I am not here to help people understand what being transgender means. It is tiring.  

If I was to use a metaphor to describe being trans, it would be this:  

Being trans is like floating around in a rubber ring in the ocean. You can see everyone else on their islands happily being themselves and being free. No matter how hard you paddle, you can’t get there. You’ve never visited and you don’t know how to. People keep telling you to visit, but you still don’t know how. Accepting you are trans allows you to start building a bridge from your rubber ring to the island. With each step you take to becoming yourself, another part of the bridge is added, until it is finally completed. When people call now, you can then cross the bridge and live on that island. It is then that you feel like you’re home.

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The benefits that English second language workers can bring to your workplace

Paul Holcroft portrait

Written by Paul Holcroft

Paul Holcroft is the Managing Director at Croner.

Organisations are actively seeking out, not just multi-talented workers, but also multilingual employees to join their workforce. 

Hiring workers who can fluently communicate in more than one language is seen as a huge positive business asset. Employees fluent through ‘lingua franca’ allows you to trade in wider foreign fields and on international scales. 

Its significance proves business success goes far beyond just being fluent in English. And through that, more employers are seeing the benefit of recruiting multilingual and ethnically diverse workers. 

Read how hiring an ethnically diverse workforce, with a penchant for languages, can prove beneficial for your brand-name and succession.

Understanding the customers’ needs on another level

Your brand-name will be publicly viewed as a workplace which understands the importance of diversity and inclusion. The benefits for this will return to you, through the growth of your clientele field. And the same will occur with your customers’ commitments. 

It’s worth taking notes on the new market-realms you can effectively tap into. You’ll be able to appreciate and explore them, through better insight from your multilingual employees. Learning about local customs, rituals, and beliefs can increase customer relations and marketing services.

Stronger customer loyalty and relations

Through diverse workforces, you can bring about great benefits to your customer relations. A stronger rapport means business interaction will run more smoothly and efficiently. 

Employees will share lingual mindsets and cultural backgrounds, which means they can establish queries to greater lengths and depths. And their understanding for customer satisfaction and objectives will remain completely exclusive.

Your clients will be left with confidence and appreciation for your tailored services. And with strengthened trust, you can keep confident that their loyalty will transpire into business profit and succession.

In-house translation support 

You can effectively utilise employees who are bilingual, multilingual, or polyglots for any business projects that require language-centricity. 

They can be used for a wide range of communicative work-tasks, like drafting legal contracts, writing dual-language materials, and international marketing campaigns. You’ll be guaranteed high quality content and easily accessible services. 

Different level of talent and skill set

Employees with multilingual capabilities bring a completely different type of skill set to the table. Research by the National Institute of Health found bilingual people were able to switch tasks and process information faster than monolinguals. 

It allowed employees to work efficiently within fast-moving work environments. Meaning they’ll adapt effectively to hypergrowth and business expansion; and can handle new and unfamiliar experiences easier than others. 

Honing on this talent means workers will more likely remain in your employment. They’ll feel appreciated, valued, and aspire to progress further in their career with you.

Minimising the PR mistakes 

Recruiting employees, fluent in the language you’re working in, allows you to expand without a fear for linguist mistakes.

Facing marketing errors and translation issues reflects badly on your business name. When venturing into new markets and cultural demographics, your projects shouldn’t manifest costly business mistakes.

If you do conduct business that extends geography, language, and culture, it’s vital to have an in-depth understanding in that field. And you should understand ways to adapt your values and intentions to succeed in the new market.

The importance of diversity and inclusion in business 

Diversity and inclusion often go together – but are two completely different amenities. 

You’ll benefit from utilising both strategies to strengthen equal opportunities in your workplace. 

A diverse workplace will attract employees from all walks of life. Your business will be recognised as a place of equal opportunities and career progression.

It’s fair to say, not all businesses are able to hire candidates from a wide range of backgrounds and linguistics. 

But through taking a proactive approach towards creating a diverse workforce, you’ll be able to attract talent and corporate reputation – all benefiting business prosperity and succession.

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What's in a Name?

Malarvilie Krishnasamy portrait

Written by Malarvilie Krishnasamy

Mal is an education consultant specialising in leadership development, coaching in schools and SMSC (spiritual, moral, social and cultural development). Mal supports educational leaders to create a self-sustaining culture of professional development and is a Regional Leader for WomenEdSE and the Dorset Advocate for the MaternityCPD Project & a Healthy Toolkit Advocate.

“What’s in a name? That which we call a rose

By any other name would smell as sweet.” Juliet

Do names matter?

According to Shakespeare, not so much.

My name is Malarvilie. It may seem unusual but in India, Malaysia and Sri Lanka amongst the Tamil, Malayalam and Telungu communities (about 200 million people) it’s the equivalent of Sharon or Kate.

In my parents’ culture, the father’s first name is the family surname. My dad’s name was Krishna and his dad’s name was Rajaiyan. When the British closed down their naval base in Singapore, my dad became jobless but was offered a British passport as Britain needed workers. As he had 3 kids he jumped at the chance to work in the ‘motherland’. On his passport, the British added the ‘samy’ to Krishna. They did this often. Ever wondered why there are so many Patels in India? Much like ‘Jones’ for the Welsh and in Ireland, the English changed many names e.g.instead of Tadgh, they’d rename them ‘Tim’.

Malar means flower. Vilie means eyes. It sounded like I looked like an alien when I was born. I’ve clearly grown into my eyes. So they named me Malarvilie which together means a flower in bloom. My husband, Tim rips me to pieces every now and then about it.

When I was born, my dad wanted my grandad’s name added to my birth certificate as it’s an ancient Indian name and he was proud to have a child born in London. But my parents’ English wasn’t great in 1973. So my birth certificate says my name is Malarvilie Krishnasamy Rajaiyan. Even at my dad’s funeral, his name was wrong. When I mentioned it, a family member said ‘Oh he didn’t mind’. Is that the point? I also believe he did mind.

The Ting Tings understood!

https://youtu.be/v1c2OfAzDTI

In certain cultures they don’t correct you. In the UK there’s an awful habit of changing names to suit the English pallet. Or worse, it’s changed for you. Age 3, my childminder called me Mandy.

I’ve had a range of nicknames over the years:

– Mandy

– Malibu

– Milli Vanilli

– Mallory

My favourites are: ‘Malarvilie Christened-a-Salami’. I also found ‘Malarvilie Ham-bacon-Sarny’ amusing.

Even my parents called me Malar. Apparently by the time they said ‘vilie’, I was already there. 

But since 6th form I’ve been Mal.

Teaching

As a teacher, in our first lesson together, I’d tell the kids all the nicknames I’ve had and put on the board Krish/na/sa/my. I’d say I’ve heard all the nicknames as a kid but I couldn’t do anything then, now as a teacher I can hand out detentions! I’d also say I expect them to say my name properly and I will ensure I say their name properly. Some children would say ‘Call me whatever’. But I’d insist they tell me how to say their name. 

As a teacher in one school, on my first day I introduced myself to staff as Malarvilie. Within a few hours everyone was calling me Mal, without permission, some without trying, some with a look of panic asking ‘do you have a short version?’ It was disheartening.

Smash the Patriarchy!

We got married in September. I didn’t change my name, as it’s my name. But Tim added Rajaiyan to his name. Our 2 kids have Rajaiyan as their middle names. It means ‘victorious king’. Our eldest is named Taigh Rajaiyan McCullagh, you can see his heritage in his name – Indian Irish. I feel a sense of pride when I see my children’s names in print. 

In the last 30 years, no one has called me Malarvilie until now.

I moved to Spain. At passport control in Valencia, the guy looked at my name and said ‘Malarvilie’ I nodded in shock and he asked ‘Is that correct?’ It was perfect. The Spaniards roll their ‘r’s so it’s easy for them. They’re also not afraid of long names. Unfortunately, Mal means’ bad’ or ‘evil’ in Spanish so saying ‘My name is Mal’ would be problematic. So, I introduce myself as Malarvilie. Tim has started calling me Malarvilie too as introducing me as ‘evil’ doesn’t feel right to him.

In Spain, in a funny way I feel more whole and less apologetic for my heritage.

So, what’s in a name? A lot actually.

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The Words We Choose, the Words We Use

Chris Richards portrait

Written by Chris Richards

MEd in Applied Linguistics and currently works as a Teacher Mentor in Madrid

This year, the blogs I’ve written as part of the #MonthlyWritingChallenge have often explored the etymology of the theme chosen. Language and linguistics is my field and I suppose I am interested in exploring where the words we use come from and how they change. 

Although my pedagogical roots lie in a (now demolished) secondary school classroom in Birmingham, I now teach English as a foreign language in Madrid. Appropriacy is a key concept in language teaching. Appropriacy is about ‘whether a word is suitable for the context it is being used in. It is an important aspect of language but an extremely complex one, as decisions about how to say things depend on understanding exactly what is right for the context and the culture’ (British Council). Just knowing the spelling, pronunciation, meaning and morphology (how the word changes according to tense or person) isn’t enough; you need to know the context(s) in which you can use the word. Think about the contexts in which you might use the following range of greetings: ‘Good morning’, ‘Hello’, ‘Hi’, ‘Hey’, ‘Alright?’ and perhaps you use a few more. They’re not interchangeable and this is appropriacy. New speakers of a language have to learn more than the vocabulary and the grammar, they also have to learn when and where and with whom words can be used. What does this mean for native speakers, though? The challenge for us is that like every other aspect of language (spelling, pronunciation, meaning, to name but three), appropriacy is always changing. And we need to keep up. Complaints about language change are commonplace: common across historical time and across languages. “Why can’t we say X anymore?”or “I hate that people say Y now, that word always sounds hateful to me”. Such comments make me think about the story of King Canute commanding that the tide stop. Language change is normal.

Conceptual baggage is another important concept to consider. Conceptual baggage is the associations we have with words and such baggage varies from person to person. As a result, effective communication takes account of these potential associations and when we are speaking formally, or with strangers, we probably avoid potentially problematic, colloquial terms in order to reduce the chance of causing offence. A perfect example is the word “queer”. To some people, it’s an inclusive term that they embrace; for others, especially those who have been on the receiving end of its use as a derogatory term, it retains its power to hurt. The words we choose to use depend on context. Appropriate words in a situation vary across historical time (common words becoming slurs, slurs being reclaimed and embraced) and they vary according to the audience (the words you use with your mum are different to the words you use with your friends, your boss, your students, and so on). 

It’s often said that all teachers are teachers of literacy and it follows that all of us are teachers of language. We all have a role to play in showing our students that language is not fixed, but shifting, and its use is contextual. This is not about being Orwellian language police, proscribing terms without explanation. This is about providing an explanation and explaining the importance of context. Take the example of swear words: there are adults who don’t use them, but many do and children hear them being used. Simply telling children that they shouldn’t swear is likely to be ineffective. However, explaining that adults do swear in certain contexts but not in others is more likely to have the desired effect. If we want young people to use language effectively and with empathy, they need to be taught the rules. The rules of appropriacy are as important as spelling and grammar: why one word is considered offensive and why another is considered a more polite and appropriate alternative.

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Empowering Our Students - Let’s Start With Their Names

Anu Roy portrait

Written by Anu Roy

Anu began her journey in education as a TeachFirst trainee in 2017. Since then she has transitioned into being a TeachFirst Ambassador and she is chair of the TeachFirst BAME network. She is a Digital Learning Coordinator for UAL. She is a member of the Teachers Committee for the charity Be Her Lead.

I remember as a quiet and nervous NQT attending a meeting where myself and other English staff would chat about our incoming Year 7 cohort. As we worked our way through the Excel spreadsheet, a joke started forming where a member of staff referred to a student as ‘Chaka Khan’- alluding to the famous singer who goes by the same name. It felt harmless and I am sure the intention was not to cause embarrassment or mock names, but it felt wrong regardless. I would know. I am sure this happened when I moved from India to Wolverhampton to start Year 7 in a predominantly white school. 

 

I remember all too clearly squirming at the back of a classroom when a teacher confidently made their way through ‘Beth, Laura, Jess, Zoe’ and then the dreaded moment came closer. The teacher paused, squinted at the list with a frown on their face. 

 

‘Ama?

Amu?

Anaaa…’ 

 

Now the girls in the room were sniggering. They glanced back at me quickly and I did my best to force a small, to laugh it off even though I felt so humiliated inside. Especially because at that very moment the teacher who could not pronounce 

‘Ah-New-Rad-ha’ gave up altogether and said, ‘it’s too much for me. Can we just call you Annie?’. 

 

To have my name, my Bengali name given to me by my grandfather- a name which means ‘goddess of the gods’- reduced so casually to a westernized format that would be comfortable and convenient for my white teacher set the tone for my experience of education that year in Wolverhampton. It made me squirm whenever attendance was taken, it made me hesitant to raise my hand despite being confident about my subject knowledge and eventually-it made me reluctant about going to school. I wanted to feel invisible, to blend into the classroom walls because I was not British enough, I did not feel valuable. 

So fast forward 11 years and now I am the teacher. I am supposed to have more knowledge, more acceptance and confidence. However, in that meeting when this student had their name turned into a joke, I felt the same pangs of feeling small, feeling embarrassed on their behalf. 

 

So I spoke up, “it’s actually Shah-kir. Shakir Khan”. This was followed by some nodding, an acknowledgement of the changed atmosphere in the room and we moved on quickly to the next student. 

 

BAME students experience incidents like this every day and this must change. Here are some simple ways for educators to ensure this is avoided:

 

  1. Ask them exactly how you would like their name to be pronounced 
  2. If you can, ask them where their name comes from. Many ethnic-minority names have symbolic religious and cultural meanings. 
  3. Do not hesitate to correct colleagues who mispronounce a name in front of you if you are aware of the correct version 

 

Our names are the blueprint of our identity. Let us ensure we honour this for our students.

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The Kate Clanchy Memoir: A Red Flag for DEI

Written by Chiaka Amadi

Chiaka has almost 40 years of experience as a teacher and EAL leader at school and local authority level. Her work as an independent consultant and trainer focuses on language acquisition, literacy development and multilingualism.

In August, I read a succession of tweets about attacks on three WoC writers, Chimene Suleyman, Monisha Rajesh and Sunny Singh which alerted me to the controversy around a book ‘What I Taught Kids and What They Taught Me’. https://minamaauthor.com/2021/08/15/a-controversy-i-recently-read/?like_comment=242 

 

The WoC had challenged the racialised and stereotyped language used by its author, Kate Clanchy, to describe her students. Numerous passages were criticised by a range of commentators citing derogatory descriptions of neurodiverse students; of some students’ choice of clothing; of the very carrying of their bodies. The lively discussion of the book on #DiReadsClanchy was then illuminating in helping me to understand the range of concerns concerning the depictions of the students.

 

What astonished me the most, however, was how such content could have ever been published as the considered writings of a teacher. How did the editors at Picador, Ms Clanchy’s publishers, perceive her writing? How could those critiqued sections of the book not have rung alarm bells during the editing process?

 

Even if knowledge of the protected characteristics in the Equality Act 2010 didn’t alert editors to the need for sensitivity and respect in relation to Ms Clanchy’s students, a quick read of Part Two of The Teachers Standards should at least have made them ask if its “high standards of ethics and behaviour” were being fulfilled: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007716/Teachers__Standards_2021_update.pdf

 

Did the editors really believe that the words in front of them truly treated pupils with “dignity” and were “rooted in mutual respect”?

 

It is the children in the book who flag up that there are different life realities, experiences and perceptions at work. Ms Clanchy acknowledges that they teach her “how white I am” and explains to the reader the way the children encode her “super-empowered” membership of the “world’s ruling class” into the word “English”. Did the editors really not feel the need to explore that dynamic both as it appeared on the page and as it evolved as a conceit throughout the book?

 

Or did Ms Clanchy avoid this particular lesson by diverting to the fact that she is Scottish? This artful manoeuvre leads to the uncritical acceptance by the editors and subsequently by many readers, of Ms Clanchy’s first person narrative. It centres the perspective of a white, middle-class, well educated, abled person as the default for our interpretation. It invites the reader to peer through that particular lens at the students, and as ‘we’ do so, ‘we’ lap up her observations about them and about social matters. ‘We’ are in danger of objectifying and diminishing any student described who does not fit into that normative default, even as Ms Clanchy thinks she is being positive. This is a red flag for DEI activism.

 

Picador have announced a re-write of the book to remove any “offensive passages”: https://www.theguardian.com/books/2021/aug/10/kate-clanchy-to-rewrite-memoir-after-criticism-of-racist-and-ableist-tropes. Various idioms come to mind, the most polite involving silk purses and sow’s ears. While Ms Clanchy claimed that listening to recent responses to her work had been “humbling”, her publishers by contrast seemed energised, recruiting “specialist readers” to assist with the re-working.

 

To express my concern at all this, I recently signed an open letter to the publishers: https://docs.google.com/document/d/1EWl1D-Duw2qiwAWUsRANfo8VcqzDMANJ/edit 

 

Picador have now replied to the 350+ signatories of this letter and you can read and evaluate that response here: 

https://drive.google.com/file/d/1e0uNH-ivVWBhXav7VD5yl_1mt5CgyAkz/view?usp=sharing.  

Please comment if you wish. The feedback is being collated for return to Picador. 

 

I was also pleased to read an open letter from a group of Ms Clanchy’s former pupils: https://www.thebookseller.com/news/clanchy-students-say-they-did-not-experience-safeguarding-or-consent-issues-1278744. I felt able to infer from their articulate and cogent advocacy on behalf of their teacher that their school experiences had contributed to an understanding what it takes to feel part of a community; of the give and take, the to and fro that is part of learning and teaching. They feel safe and confident. Their personal relationship with their former teacher is intact and strong. 

 

However, we cannot shrug our shoulders and say, ‘all’s well that ends well’. To date, no concrete assurances have been given regarding the future ethical standards we can expect from Picador in relation to non-fiction writing about children. The issue is not about the affection or regard that any individuals might hold for others, but the wider debate around representation, ethics, literature and publishing.  

 

As teachers, safeguarding children sits at the heart of our role. All stakeholders in education must ensure that our work does not reinforce stereotypical and clichéd views of children. The whole episode serves as a timely reminder of the need for each of us, in our own contexts to reflect on exactly what our gaze encapsulates. We must consider how our conversations and interactions with, and about children, respect their individuality and humanity. Our words can become wider, more permanent representations of them. We must endeavour to do no harm.

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#DiverseEd’s Top 10 Blogs of 2020-21

Diverse Educators Logo

Written by DiverseEd

Diverse Educators started as a grassroots network in 2018 to create a space for a coherent and cohesive conversation about DEI. We have evolved into a training provider and event organiser for all things DEI.

We love to amplify the voices, share the journeys, and celebrate the stories of our community.  Our blogs vary from sharing lived experience, to reflecting on classroom practice and curriculum design, to evaluating the impact of policy changes. We published 150 blogs from our network last academic year. You can meet our bloggers here and you can review our collection here.

Deepening our thinking around DEI starts with who and what we are reading, helping us to develop our confidence and our competence, both individually and collectively. Reading the blogs by our community provokes reflection and stimulates conversations to help us all understand the breadth and the depth of issues we need to develop an awareness of. 

Themes explored in the 2020-21 blog collection include: allyship, belonging, careers, coaching, commitment, community, curriculum, culture, governance, HR, identity, ITTE, language, leadership, policy, recruitment, reflection, representation, research, safeguarding, strategy, teaching, wellbeing. 

 

Here are our Top 10 Most-Read #DiverseEd Blogs in the 2020-21 academic year:

  1. How do we deal with racism in the classroom – Hannah Wilson 
  2. How to promote an anti-racist culture in social work – Wayne Reid 
  3. Interactive diversity calendar 2021 – Carly Hind/ Dual Frequency 
  4. How does material deprivation intersect with ethnicity to understand the variations in the achievement among BAME students – Nicole Edwards 
  5. Don’t tuck in your labels – Bennie Kara 
  6. Dear Secretary of State – Hannah Wilson 
  7. Gender is wibbly wobbly and timey wimey and gloriously so – Matthew Savage 
  8. Engaging with diversity – giving pupils a voice – Gaurav Dubay 
  9. Black lives matter, then now always – Wayne Reid 
  10. Breaking the cycle anti-racist plan term 1 – Dwain Brandy 

Thank you to everyone who has contributed to our #DiverseEd date and please do get in touch if you would like us to publish you. You can find out more about how to submit here.

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Has Inclusion Had its Day as a Concept in Education?

Laura McConnell portrait

Written by Laura McConnell

Laura is a teacher, a writer, a keynote speaker, a radio presenter and a disability campaigner.

“Inclusion” has become one of the most inflammatory words in education, having evolved to be synonymous with behaviour, specifically undesirable behaviour. The most common themes in any inclusion discourse tend to be negative: underfunding, lack of resources, varying quality and/or availability of training, and lengthy waits to access health services being the most frequently referenced barriers to inclusion, no matter where you are in the UK.

SEND: ‘A grim picture’

We are still awaiting the eagerly anticipated SEND (special educational needs and disabilities) review in England, with publication pushed back to sometime later in 2021. The Scottish government published its review of additional support for learning (ASL) implementation in June 2020 – and anecdotal evidence suggests that the Scottish findings could be a good indicator of what is to come in the English SEND review. Unfortunately, the Scottish review paints a rather grim, but not unsurprising, picture, reporting that 98 percent of the education workforce feels that initial teacher training does not adequately prepare staff for teaching young people who have additional support needs (ASN). It says: “There is a lack of understanding, or recognition, of the range of issues and conditions which entitle children and young people to support.”

The review also found that there were mixed views about inclusion among teachers: “Unfortunately, we cannot assume and take for granted that all individual professionals are signed up to the principles of inclusion and the presumption of mainstreaming.” And that some teachers did not think ASN was part of their job: “Others have shared their core belief that their role should only be to teach children and young people capable of learning within traditional academic standards.”

Ahead of the SEND review’s publication, we do know that there is a disparity in the way that SEND is identified in English schools and/or the access children with SEND have to some schools in England. In a report published in March this year, the Education Policy Institute (EPI) found that pupils in academies were 50 per cent less likely to have SEND identified when compared to similar pupils in state schools.

Let down by language

Many disabled activists think it is the language of inclusion that is the problem. Inclusion emphasises that the child is not part of the group, they are an outsider who should be included. Including them requires something extra: staff, resources, training, intervention groups. Schools have to adapt their policies and practises for the child to fit in. What if the focus was on the school, rather than the child? If education was “accessible”, then it would be usable by everyone. 

The Council of Ontario Universities explains accessible education as being based on the social model of disability, as opposed to the medical model: disability is a difference instead of a deficiency. It considers the variety of student characteristics and removes the barriers to learning before they can affect anyone. The curriculum or environment is designed to be used by all, as opposed to access being achieved through special accommodations and/or retrofitting the existing offer. It is evident from all research published so far that current approaches to inclusion are not working for children or teachers.

Rather than perpetuate a myth that there would be improvements if there were more staff, or if access to health services were faster, the education sector should move onwards towards a system of accessible education – where no child is an outsider.

You can watch Laura’s input at the #DiverseEd event here: https://youtu.be/hD8M6aMENxU

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