Education as the Practice of Freedom
Written by Laura Ciftci
Head of School, NET Academies Trust, #BigLeadershipAdventure participant.
As a rookie member of Big Education’s ground-breaking leadership programme – Big Leadership Adventure – I have been exposed to a wealth and breadth of experiences, key-note speakers, ideas, design-thinking, innovation and new ways of leading. All with the key purpose to ‘develop the mindsets, competencies and behaviours required to innovate in education’.
More recently, we experienced a headline module on diversity, equity and inclusion. Hannah and Adrian McLean, our guides for this module, did not pull any punches and stated from the outset that this session was going to be challenging and would possibly make many members feel rather uncomfortable. Nevertheless, they both insisted, education – especially educational leadership – needs ‘to start getting comfortable with being uncomfortable’. In truth, I found the whole process immensely challenging, both professionally and personally.
In hindsight, the module’s real impact was to champion our cohort into action – real action – with a determination to transfer theory and rhetoric into practice. This rallying cry to alms for all leaders was a clear message on the importance of producing and utilising a diversity, equity and inclusion strategy within our schools. Moreover, instigating conversations that would raise further questions around how we need to rethink teaching practices and policies in an age of multiculturalism. Otherwise, how else would we be able to educate our children to address the many disparities and inequalities within our society?
To Allyship or not to Allyship…? That IS the question:
One such practice and commitment centred round ‘allyship’; more specifically an expectation for all Big Leadership Adventurers to acknowledge and engage with the ‘allyship continuum’: from apathetic, to aware, to active and finally onto the desired goal – to be an advocate for diversity, equity and inclusion. An advocate of diversity, equity and inclusion would actively highlight and raise questions about situations, events, meetings, settings, organisations, senior leadership teams, subject leaders and headteachers, whereby the representation or membership did not reflect the cohort or group they were leading. What struck me as the most poignant part of the whole ‘allyship process’, was a genuine recognition from all the leaders in our cohort, that their journey along the allyship continuum would be a deeply, individual and personal journey.
Moreover, I realised, as I listened to the many painful and explicit narratives of prejudice and racism experienced by my colleagues – as infants, school children and adolescents and now as adults – that my journey to where I am today, had been an infinitely easier one, beyond my ‘disadvantaged’ label. If anything this made my purpose clearer – I wanted to celebrate and showcase our school’s rich diversity, to ensure that we authentically challenged institutional racism and other forms of discrimination. Subsequently, in order to kick start our school’s journey to allyship, we drafted a whole school strategic approach to diversity, equity and inclusion, that embraced the voice of our staff, pupils and wider community. Almost instantly, staff recognised that this commitment would take us beyond diversity, equity and inclusion, but further into social action; the co-dependence of societal changes through a strong, ‘lived’ diversity, equity and inclusion strategy. A focussed strategy, with professional training from the charismatic and knowledgeable Angela Browne helped us to explicitly outline expectations for the culture and climate of our school; facilitating classroom learning to connect with the experiences, histories and resources that every pupil brings to their classroom. Imagine a whole literacy spine that included the cultures, experiences and backgrounds of the pupils they sought to teach! Whilst this process may be in its infancy, we are rightly proud of its authentic germination …
Why here? Why now?
As I reflected further upon the intensity of that diversity, equity and inclusion module, it became apparent we were really being asked to champion a social conscience and critical pedagogy for our future pupils, leaders, work force, politicians and so on. Recognising that pupils and staff need to feel safe, valued, listened to and genuinely appreciated for who they are, rather than complying to a given, predetermined expectation. This sense of belonging, coupled with the freedom and encouragement to determine and discover who they are, would help our pupils to realise that the education system does not define them. Once equipped with the necessary skills, knowledge and beliefs, from diverse and inclusive school communities, they will have the freedom to construct their own unique futures for themselves. Armed with a broad skills base, resilience, acceptance (rather than tolerance, thank you Adrian Mclean for assisting me with the semantics), a good work ethic, humility and an acute awareness of social justice, our pupils and staff will in turn, readily challenge cultural, social and economic biases, that alas, are still systemic within society today. Never has the time been more right to challenge social inequality and to encourage pupils (and staff) to take positive and constructive action under the cultural umbrella of diversity, equity and inclusion.
Hope for the future…
Clearly, the education system is neither perfect nor paradise; quite the contrary in fact. Nevertheless, the system with all its limitations, remains a location of potential, hope and possibility. In that field of possibility, we have the opportunity to work towards diversity, equity and inclusion for our pupils, staff and wider community members. Likewise, to demand of ourselves and those in our charge, ‘an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom’. (Bell Hooks)
And finally…
As our second day of diversity, equity and inclusion module concluded, I felt a deep kinship and professional respect for my fellow ‘Adventurers’. This diverse group of authentic professionals, had challenged me, and in and through that challenge, had allowed me a space of radical openness where I now felt able to authentically support diversity, equity and inclusion, within my own setting. This promising start would, I hope, encourage those in my charge, to learn and grow without limits. This gift of ‘freedom’ for our children today, now seems totally achievable.
Dear Secretary of State
Written by Hannah Wilson
Founder of Diverse Educators
Context:
Since July 2020, we have held a quarterly Diversity Roundtable with national stakeholders invested in, and committed to, a system-wide strategy for collaborating on a DEI strategy in our schools. We collectively wrote to the DfE, the SoS, the NSC and the Equalities Team on March 1st. We are yet to receive an acknowledgement to our concerns. We have agreed to publish the letter as an open source, in the hope that we can move this conversation forwards.
The Diversity Roundtable: https://www.diverseeducators.co.uk/diversity-roundtables/
March 1st 2021
Dear Secretary of State,
We are writing to you publicly as The Diversity Roundtable, a collective of professionals and specialists working in the field of Diversity, Equity and Inclusion (DEI), to express our alarm at the recent withdrawal of funding in multiple areas in schools and Further Education. The cuts include: The Department for Education’s Equality and Diversity fund for school-led projects, to accelerate the diversification of protected characteristic groups in school leadership; English Second Other Language (ESOL) funding reduced by 50% in Further Education; and Equalities Office fund cut for anti-homophobic and anti-trans bullying. The lack of action concerning the Gender Reform Act has been disappointing, considering the anti-trans rhetoric nationally.
Now is a critical time for the Department for Education to enable schools and colleges to address structural inequity. We ask for a staged approach to impact on the sector to apply and embed professional learning from research specifically around race; embed best practice to update policy enactment; facilitate organisational change through specialist intervention and apply DEI sector knowledge to increase recruitment and retention both in leadership and the wider teacher workforce (see Appendix A).
The current situation suggests nationally and internationally discourse about and impact on protected characteristic groups has been the most significant in a generation. Events such as the brutal murder of George Floyd by a representative of a public sector organisation and subsequent Black Lives Matter protests have influenced the direction of the country underlining significant inequity in the structures of our institutions. Currently schools and colleges face these challenges without any funding to address legacies of inaction.
We feel it is highly problematic not to address such concerns when research identifies schools as sites where racism is grown through structures (Warmington, 2020; Callender, 2020; Callender and Miller, 2019; Lander 2017; Bhopal, 2018; Gillborn, 2015; Parker and Roberts, 2011; Marx 2016; Ladson-Billings, 1999; Williams 1991). Racism is fostered and, at best, passively nurtured through professional gaps in knowledge and skills of DEI, uncritical pedagogic and curricula approaches and a limited range of lived experiences in leadership to address such practice. In addition, schools and colleges face historic bias in curricula, unchallenged majoritarian attitudes in the workforce and are now responding to families demanding change for their children.
We believe inequity in our schools presents a national challenge that needs to be addressed with national funding. It is our hope that in accordance with the Equality Act and 1 Public Sector Equality Duty (2010) all families, teachers, support staff and children, regardless of where they live, how many schools are in their Trust or the funding situation of their Local Authority, be protected from systemic inequalities in schools. We therefore ask for specific DEI funding for schools and colleges in order to provide geographical parity across the United Kingdom. We believe action is required in the following areas:
- Funding to address lack of racial diversity in leadership;
- Funding and training to protect students and staff from inequity in schools through addressing gaps in Teacher Standards;
- Funding to support serious focus on those with protected characteristics in the recruitment and retention strategies both in school and in Initial Teacher Education;
- Funding for schools and colleges to address professional gaps in curricula knowledge and skills.
The government has a responsibility to ensure that the Race Relations (Amendment) Act (2000), the Equality Act and Public Sector Equality Duty (2010) are upheld. School and college leaders have taken seriously and demonstrated agency in their responsibility to challenge structural discrimination and inequality for many years; examples such as Anderton Park Primary in Birmingham demonstrate the cost, time and nuanced complexity of this work for staff and the wider impact of upholding the law for communities and families.
The social and educational impact of COVID 19 and wider effects of the pandemic on people from different social class and Ethnic Minority backgrounds has underlined outcomes gained by structural privilege and laid bare the failure of our institutional structures to support children adequately at the point of need. It will be these families further disadvantaged by a workforce representing, interpreting and enacting policy by privileged groups in society.
It is our hope the Department seize this opportunity to provide funding and a structured approach to supporting schools and colleges to manage change. The teacher workforce is ready, invested and motivated to address structural inequity but needs funding and guidance in order to impact on children and staff as well as the communities they serve.
We extend an invitation to meet with the Diversity Roundtable by contacting the Chairs at
hello@hannah-wilson.co.uk and hello@angelabrowne.co.uk to co-create ways forward.
Yours Faithfully,
Co-organisers of the Diversity Roundtable:
- Angela Browne, Director, Nourished Collective
- Claire Stewart-Hall, Director, Equitable Coaching
- Hannah Wilson, Co-Founder and Director, Diverse Educators
Members of the Diversity Roundtable:
- Adam McCann, CEO, Diversity Role Models
- Aisha Thomas, Director, Representation Matters Ltd
- Professor Dame Alison Peacock, CEO, Chartered College of Teaching
- Allana Gay, BAMEed
- Ann Marie Christian, Child 1st Consultancy Limited
- Dr Anna Carlile, Head of the Department of Educational Studies, Goldsmiths, University of London
- Aretha Banton, Co-Founder, Mindful Equity UK
- Dr Artemi Sakellariadis, Director, Centre for Studies on Inclusive Education (CSIE)
- Beth Bramley, Gender Balance Manager, Institute of Physics
- Daniel Gray, Director, LGBTed
- Diana Osagie, CEO, Courageous Leadership & The Academy of Women’s Leadership
- Domini Leong, Chair, BAMEedSW
- Elizabeth Wright, Editor of Disability Review Magazine, DisabilityEd Ambassador
- Emma Hollis, Executive Director, NASBTT
- Emma Sheppard, Founder, The MaternityTeacher PaternityTeacher Project
- Hannah Jepson, Director, Engaging Success
- James Noble-Rogers, Executive Director, UCET
- Kiran Gill, CEO, The Difference
- Laila El-Metoui, Founder, Pride in Education and Educating Out Racism
- Liz Moorse, Chief Executive, Association for Citizenship Teaching (ACT)
- Lorraine Hughes, Director of Education, Chiltern Learning Trust
- Mareme Mufwoko, Steering Group, WomenEd England
- Marius Frank, Director, Achievement for All
- Nadine Bernard, Founder, Aspiring Heads CIC
- Nicole Ponsford, Founder, Global Equality Collective (GEC)
- Pat Joseph, ARISEtime
- Paul Whiteman, General Secretary, NAHT (National Association Head Teachers – school leadership union)
- Ruth Golding, Founder, DisabilityEd
- Sharon Porter, SPorterEdu Consulting
- Professor Emeritus of the Harvey Milk Institute, Sue Sanders, Schools OUT UK
- Sufian Sadiq, Director, Chiltern Teaching School Alliance
- Susie Green, CEO, Mermaids
- Professor Vini Lander, Director, The Centre for Race, Education and Decoloniality, Carnegie School of Education
- Viv Grant, Director, Integrity Coaching Ltd
- Youlande Harrowell, Co-Founder, Mindful Equity UK
Appendix A:
Increasing Recruitment and Retention:
Currently processes of recruitment and retention have led to a national figure of 14% of teachers from Black, Asian and Minority Ethnic (BAME) backgrounds (sic) teaching in schools (DfE, 2020). Under 5% of Head Teachers come from Black and Minority Ethnic backgrounds, despite areas with significantly higher numbers of people from ethnic minority backgrounds in the wider population (DfE, 2020). This has been consistent for some years without much scrutiny from the Department for Education; it was sadly not addressed specifically in the DfE Recruitment and Retention Strategy (2019). It remains less likely that people with protected characteristics will be able to join the profession or be retained in schools without cultures, processes and practices actively challenging existing structural barriers that lie within school structures (NEU/Runnymede, 2020). In addition, there remains a persistent lack of diversity in school governance, which contributes to and sustains the status quo in appointment to posts. The Equality and Diversity fund: for school-led projects recognised the underrepresentation in leadership providing one avenue for schools to address inequity. Without such funding,
schools will continue to enact practices that exclude and maintain majoritarian cultures as the ‘norm’ thereby families, children and staff will continue to feel marginalised and discriminated against.
Diversity as a Business Model:
The McKinsey report (2020) demonstrates that as an organisational business model this approach is flawed. There is now a plethora of reports, including from national government, outlining the business case for wider diversity and representation in organisations as means to meet demand and increase success rates (McKinsey, 2015; McGregor-Smith, 2017; Diversity at the Top, CIPD 2017, Ethnic bias in recruitment, CIPD 2019; Breaking Barriers to Inclusive Recruitment, CIPD, 2018; Recognising the bias in recruitment, CIPD, 2018). Past experience shows the sector that unless equity safeguards are consciously included, the effect of new policies is frequently to reinforce existing gender, race and class inequalities (Gillborn, 2014). In light of the Department for Education’s role in leading expectations for schools, fair and equitable working environments and creating a world class education system that actively prevents discrimination, we would ask that this decision is reviewed immediately.
Tackling Racism in Schools
Written by Bennie Kara
Founder of Diverse Educators
Sometimes it feels like the world genuinely believes that racism is something that doesn’t *really* exist. Or if it ever did, it is something that you find in the pages of a history book.
But it’s not true, is it?
Over coffee the other day, my friends and I spoke in disbelief about the fact that anti-semitism actually exists. It was almost as if we couldn’t comprehend that people still hold beliefs about Jewish people that come from ancient and medieval ages. Disbelief that the politicians we look to might also hold those beliefs. The ridiculousness of it had us laughing. But for one of my friends, it wasn’t even remotely funny. She’s Jewish.
I shouldn’t be surprised. In teaching, you only need to scratch the surface of any school environment to hear and see things that make a snowflake like me clutch my chest in horror.
You want to hear?
“I don’t want to study RS. I don’t want to learn about ninja warriors and postboxes.” Child, it turns out, was referencing Muslim women.
“How am I racist? My mother uses those words all the time. Even my dad says they are ninja warriors.” Child, on explanation that terms used might be offensive.
“There are too many Paki shops in X.” Child, referencing local area.
“He looks like the underside of a shoe.” Child, referencing a black peer.
“His house smells like black people.” Child, referencing a black person’s home.
“I’m not being racist by using the ‘n’ word. I’ve got a black pass.” Child, explaining that he can use the ‘n’ word because he has asked his black friend for a ‘pass’ to use it.
“I called him a terrorist. Because he has a name that terrorists have.” Child, speaking about a Muslim peer.
It goes on. These are recent. From different sources, but recent. And yes, children misunderstand and say things they shouldn’t because they don’t know any different, but if we fail to challenge comments like these, what’s next?
Negative perceptions about race are so embedded in our society that the dialogue about race in schools has to be open and frank.
So, what do we do?
- Don’t shy away from calling out racism and sanctioning. Children and the adults in their lives need to know what the red lines are.
- Explain the impact of the terminology. It helps if you have BAME staff to reference (and I know lots of schools outside major urban centres don’t).
- Pre-empt racism by referencing BAME history and culture in the curriculum. If no one knows anything about Islam other than what’s in the mainstream media, racism will proliferate.
- Visibly value difference. Embed openness and equity into the culture of the school.
- Address common misconceptions – actively deconstruct racist phrases or ideas. Don’t be timid.
Timidity and tiptoeing around the issue doesn’t change societies. Only head on discussion can do that. Let me know how it goes.
How does Social Work regulation perpetuate White Supremacy?
Written by Wayne Reid
Professional Officer & Social Worker
Morality cannot be legislated, but behaviour can be regulated
The Black Lives Matter movement casts a revealing spotlight on how White supremacy permeates society and influences the policies in ‘modern institutions.’ An immediate example is Social Work regulation. In this article, I outline how Social Work regulation perpetuates White supremacy. My premise is that “morality cannot be legislated, but behaviour can be regulated.” (Martin Luther King).
My mantra is “pure, proactive and unapologetic anti-racism,” which underlines my militant spirit when it comes to ‘Anti-racism in Social Work.’ My mentality is influenced by the hostile environment inside and outside of Social Work. I hope any readers resist the urge to ‘tone police’ my opinions. My observations reflect my environment – the ‘hostile environment.’ My motivation is for the cause, not applause – and the cause is Black Lives Matter.
My narrative reflects my lived experiences and those of people like me who are routinely judged, based on their skin colour. I write this article from both personal and professional perspectives. I use the terms ‘people of colour’ and ‘Black and Ethnic Minority people’ interchangeably for ease. I do not speak on behalf of all people or Social Workers of colour – as we are not a homogenous group. My writing here may not represent the views of my employer (BASW). I’m one of many Black voices in the profession. The prelude to my current thinking is outlined in my previous articles here: 1, 2, 3 & 4.
In my work, I’m able to act as an Anti-racism Visionary for Social Work across England. I utilise different strategic approaches including: shock and awe; edutainment; collaboration and allyship. My knowledge and expertise relates to anti-Black racism. Since George Floyd’s murder, I’ve reported widely on the lack of protections and support for Social Workers of colour; their over-representation in fitness to practice panels and their disproportionately negative outcomes on Assessed and Supported Year in Employment programmes. The coverage and prominence of anti-racism in Social Work in recent months has been inescapable. However, the silence from Social Work England (SWE) (and MP’s) is perplexing.
Tools that discriminate and oppress
The Social Work standards (nor their associated guidance) make no reference to Social Workers or service-users of colour. In a previous article, I emphasised my disappointment that: “neither [the] education and training standards for 2019 or 2020, nor the professional standards for Social Workers, explicitly refer[s] to anti-discriminatory (ADP), anti-oppressive (AOP) or anti-racist practice (ARP).” And: “Their omission in Social Work regulation is a travesty of social justice in itself.” Yet they are considered as ‘accepted wisdom’, ‘normal’ and ‘respectable’ – even though they implicitly convey that “White is best.”
I’ve commentated widely on how many Social Workers of colour feel unsupported during fitness to practice investigations. Indeed, their statistical over-representation implies the current standards overtly dominates and punishes them. At best, the standards are non-racist (or neutral/colour-blind), but definitely NOT anti-racist. Due to the omissions of ADP, AOP and ARP, I conclude that central aspects of the education, training and the professional standards in Social Work are inadequate and unfit for purpose. Perversely, the standards risk being perceived as tools wielded to discriminate and oppress Social Workers of colour (and consequently service-users of colour).
Community Care articles (from February 2021 and March 2021), have reported on the “delays in fitness to practise processes having ‘life-changing impacts.’” Social Workers of colour are over-represented in these cases. Therefore, it’s probably safe to assume these are the same unfortunate people being disproportionately affected by the delays. Another article (from July 2020), cited the lack of ethnic diversity within the SWE workforce. Confidence is not instilled when there is no transparency about how this is being addressed/reversed. I’ve previously queried whether this was being treated as a priority, as this could be mistaken for ‘pigmentocracy vs meritocracy’ – but I’ve had no response. Also, I’m concerned that SWE does not appear to have 1 designated Equality Diversity and Inclusion (EDI) Lead Officer. I do wonder how incidents of racism (and other forms of discrimination) are being properly resolved. Interestingly, even the Royal Family plan to recruit a ‘diversity tsar’. My hope is this will be replicated swiftly in Social Work regulation.
I’m pleased SWE have developed a Professional Experts Panel and appointed members with backgrounds in social justice and workforce development. However, I was unable to find any information about panel members (including their backgrounds and careers in England, UK and overseas) on their website. It is important the panel can reflect with insight, the diverse range of backgrounds and experiences of those within the workforce. Also, transparency about the panel’s membership would be welcome. My hope is for improved partnership working with BASW and myself on related matters. I expect many social workers of colour (and their allies) will be disappointed if SWE don’t revisit the above issues, once their panel of experts have reviewed it.
Patiently waiting
In collaboration with allies and colleagues (inside and outside of BASW England), I’ve amplified the voices of Social Workers of colour in OUTLANDERS. I’ve published an anti-racist Social Work framework and outlined readily deployable strategies. I’ve developed a comprehensive ‘Anti-racism in Social Work’ presentation and delivered it at nearly 100 online events internationally (since May 2020). I founded the BASW England Black & Ethnic Minority Professionals Symposium (BPS), (which is a multi-talented network of professionals across England). I was joint winner of ‘Author of the Month’ in December 2020 for Social Work News magazine. I’ve created a repository of anti-racism resources, which is utilised by thousands of Social Workers, organisations and stakeholders across the UK. Here is my ‘Anti-racism in Social Work’ portfolio.
Despite my prolific work in this area, I’m disheartened to have not been approached by SWE (or responsible MP’s) to explore my ‘Anti-racism in Social Work’ solutions. I fear losing any momentum we have. I remain patiently waiting for any opportunity to progress this work meaningfully. Admittedly, I’m crestfallen, because I do not want to interpret the lack of responsivity as denial and rejection of my knowledge, expertise and lived (personal and professional) experiences. I don’t wish to appear populist or journalistic in my observations, but I genuinely don’t know whether some of the senior personnel at SWE are unaware of my work or just ignoring it. I would prefer transparency and to be told that my efforts are not in accordance with their perceived vision – if that is the case. I recognise there are minefields and pitfalls in embedding anti-racism in Social Work. However, my door has remained metaphorically wide open for months.
Those who govern the profession’s policies must do more than just be seen to acknowledge the advent of another social justice celebration (ie. Black History Month, Holocaust Memorial Day etc). These occasions are often met with bland blogs and ‘toxic positivity’ (if it all). There is rarely accountability, substance or, more importantly – action. My intelligence feels insulted when I read comments like: “…our statement of intent and inclusion shows how [anti-racism] is part of our core business.” How can that be, when no actual proof is presented or when ‘anti-racism’ is only mentioned (fleetingly) once within the entire document? This can easily be mistaken for brazen performative allyship. Just so we are clear, suppressing racism does not mean racism does not exist.
Sadly, none of the ‘Anti-racism in Social Work’ activities that I’ve been involved in have generated endorsement or support from SWE. I sent an invitation for SWE representatives to view an online presentation I was delivering at the Anglia Ruskin University on 25/03/21. Unfortunately, I did not receive a reply. I shared a draft version of this article (with my portfolio and presentation) to offer them the right to reply and/or shape the final versions. I received the following reply:
“[We do not wish to make any comment at this point.] We will continue our dialogue with the sector more broadly, as well as various representative groups within it, on all matters relating to equality, diversity, and inclusion (including anti-racism) as we continue to develop our work and approach. The strategic conversations we are involved with at a national level will also drive conversation and change. Good luck with the article and your portfolio.”
I’ll continue working effectively with organisational leaders and relevant stakeholders nationally to integrate anti-racism into Social Work at every level. I will genuinely engage and collaborate with authentic allies and professionals who want to improve the circumstances of Social Workers and service-users of colour. Preferably, with people who are honest about where they (and their organisations) are at on their anti-racism journey.
Social work remains institutionally racist
Sir William Macpherson (RIP) coined the term ‘institutional racism’ when reporting on the racially motivated murder of Stephen Lawrence in 1999. In 2019, Ibram X Kendi (in his book ‘How to be an Anti-Racist’) suggested substituting the term ‘institutional racism’ with ‘racist policies.’ I understand and appreciate both positions and their contemporary relevance to Social Work. My previous article on this received widespread agreement (and acclaim) from my peers. However, sadly, it failed to generate any response from SWE – the very institution responsible for policy changes in Social Work.
I’m pleased the Chief Social Workers for Adults and Children & Families have acknowledged their previous shortcomings and re-emphasised the importance of anti-racism. Hopefully, this will involve the Workforce Race Equality Standards (WRES) becoming mandatory and universal across the profession (with a sense of urgency) and supplemented by other national initiatives from key Social Work stakeholders and policy makers. Black human rights activists are rarely welcomed by ‘the establishment.’ The obstacles Social Workers of colour face are simply the latest manifestations of what people like me have battled against continuously for centuries. Opponents of ‘Anti-racism in Social Work’ must be mercilessly spotlighted, shamed and subverted.
Clearly, some readers might take delight in labelling me as an ‘extremist’. I admit, I’m extremely anti-racist. If at this juncture, the message requires ‘tub-thumping’ – so be it! Social justice must prevail. Let’s not forget, “when you’re accustomed to privilege, equality feels like oppression”. I remain convinced the 2 main obstacles to progress are ignorance and ‘wilful blindness’.
The OUTLANDERS anthology
OUTLANDERS: Hidden narratives from Social Workers of colour, is an anthology of essays, stories, poems and other miscellaneous works – which I co-edited and compiled in collaboration with Siobhan Maclean. I’m proud to have been involved with OUTLANDERS and the richness and uniqueness it exudes. People have enquired whether I will profit from the book. Definitely not! The profits will go to the Social Workers Benevolent Trust (SWBT). At the time of writing, the book has sold 1000 copies and raised £700 for the SWBT. As far as I’m concerned, OUTLANDERS is a legacy piece of Social Work history and literature. Siobhan and I’s ‘labours of love’ for OUTLANDERS is an eternal gift to the Social Work profession.
Decade of Diversity: a cross-industry coalition of organisations and individuals supporting schools to increase diversity and inclusivity
Written by Temi Akindele Barker
Inclusion Labs offers a custom programme for schools, grounded in research and best practice, but most importantly on the lived experience of students and families, particularly those from underrepresented groups.
During last year’s global BLM protests, I watched as friends and schools scrambled to find more diverse books to share with the children in their care. It struck a chord with me – the realisation that for many like myself this is a daily practice ignited from the moment you know you are bringing a child into this world. As a mother raising two ethnically diverse daughters in a dual heritage home, surrounding my daughters with true representation: female empowerment, ethnically and culturally diverse stories and role models, is a necessity. But I also passionately believe it is just as essential if you are not from an underrepresented group – it is about “windows and mirrors”.
When I think of my children, my hope for them really boils down to wanting them to know they have a place in this world. That they truly belong. That they are seen for who they are. But for that to happen they have to recognise themselves in the world they inhabit. They need to feel represented; they need to see others who look like them in leadership positions. There can’t be a ceiling to their hopes and dreams. And whilst I strive to emphasise this at home, I need the wider world to reemphasise this.
From my work with Inclusion Labs, I am acutely aware that the influence and impact a school have on a young person is profound, whether it is positive or negative. And it endures. From the moment they step into reception until their final day of sixth form, and they carry it with them long after that, shaping their perspective and expectation of the world around them. Ideas and attitudes are formed simply from who and what is placed in front of them on a daily basis. This is why representation of every form is vital.
The Decade of Diversity initiative is about representation. It is a bold and ambitious call to action and a way for schools and organisations to plant a flag in the ground on its importance. It is a visible and vocal commitment to do the work of diversity and inclusion, but significantly it is not an expectation that we do this alone. This commitment is a two-way one: Inclusion Labs and our partners are committing to supporting and guiding schools that are brave enough to plant that flag. We reached out to individuals and organisations of every kind and we all connected on this shared purpose and belief that we all have a part to play in the development of young people. “We were all children once – and we are now the parents, grandparents, uncles and aunts of children” (Kofi Annan) and by virtue of that, we must all be invested in their development. And so, a cross-industry coalition was formed, one to create inspiration and action around the Decade of Diversity pledges: 25% Diverse Literature and Diverse Governing Boards by 2030.
We asked ourselves the questions: “what needs to be done?” and “what part can we play in the answer?” We recognised the work being done by many schools, individuals and organisations and knew we must contribute to making change happen, recognising that together we are more impactful. It is a long-term commitment, a shared vision of a collective journey over the next ten years.
This coalition cannot end with words but must be about actions. And our founding partners’ commitments cover a breadth of support, everything from creating support materials; workshops and training; access to diverse role models; developing programmes; and so on. Each and every partner rallied around this initiative and committed to actions with only two stipulations: 1) they must be about diverse literature or diversifying governing boards, and 2) they must focus on supporting students and/or teachers as well as the overall school community. Crucially, our support will evolve every year in response to what is needed by our signatory schools.
To embed diversity, equity and inclusion into every young person’s educational, cultural and personal development, Inclusion Labs focuses in on our four outcomes:
Learning: what they learn, how they learn and who they are learning from;
Accessibility: having access to a diverse and inclusive community;
Balance: embedding equity – the different elements of any setting in the correct proportions;
Society: preparing them to be active participants in the world, including positive representation and interactions with those from underrepresented groups.
At Inclusion Labs, we believe that every teacher can have a role to play when it comes to leading DEI in their school. For us, the literature pledge is the moment where a school librarian can lead, and we have ensured that our partners can support them and their colleagues. From library management system organisations to independent publishers, booksellers, writer development agencies and authors – we bring them together to inspire, support and guide schools. And of course, we are fundraising to donate diverse literature directly into our signatory schools.
Recently, a student questioned the role of their school governors and why they were invisible to students. As the conversation progressed, many in the group raised the point that their school governors felt far removed from them as individuals. Our governing board pledge partners are all working together with Inclusion Labs to increase the diversity of board leadership in our schools, with outreach campaigns across industries, including alumni and families – after all, parents can do more than bake sales! In addition, we are supporting schools to create the optimum environment in which both pledges can thrive for the long term.
The Decade of Diversity pledges are for our young people. They deserve and need diverse literature and leadership, whether they inhabit a state or independent school, primary or secondary, in the centre of a city or somewhere rural. Our initiative echoes their protest whilst being about ambition and action – “we are tired of talking about this” was a phrase that was aired in many of our focus groups as well as meetings with our founding partners. From these two pledges, we believe much else flows (diverse curriculums, diverse staff, a greater sense of belonging and awareness).
We do not claim to be the silver bullet – the truth is, there is no one answer, and no one way to solve these issues. We have to apply different methods and involve as many as possible to actively work towards breaking down barriers and transforming our world to one that is inclusive for all.
Join our movement for change – let’s turn intent into action!
Find out more about the #DecadeofDiversity pledges and become a signatory school or a partner:
https://inclusionlabs.co.uk/decade-of-diversity/
Follow us for updates about this initiative and our partners:
Twitter: @inclusion_labs
Instagram: inclusionlabs
Linkedin: Inclusion Labs
#InclusionLabs #DecadeOfDiversity
Education to End Violence Against Women and Girls
Written by Natasha Eeles
Natasha is the Founder of Bold Voices. She is a passionate advocate for the rights of women and marginalised genders.
The world young people are growing up in today is changing rapidly, bringing with it a need to think more broadly about the education young people require. In the past week the UK has had its eyes opened to the urgent need to challenge the seemingly harmless attitudes towards women and girls that contribute to a culture within which gender based violence is normalised and even accepted, a culture that unfortunately schools are not exempt from.
On Wednesday 3rd March Sarah Everad went missing while walking home in Clapham, south London. She had taken a well-lit, public route, she had called her boyfriend to let him know when she’d be home, she was wearing bright clothes and trainers. She followed all the unspoken ‘rules’ that women and girls follow to keep themselves safe, but it wasn’t enough. Since that day, Sarah’s kidnap and murder has sparked an outpouring of grief and exhaustion from women and marginalised genders across the country who are tired of being harassed, objectified and assaulted with little to no accountability for the perpetrators. The media coverage of Sarah Everad’s case coincided with the release of a UN Women UK report finding that 97% of young women aged 18-24 have experienced sexual harassment.
Unlike the #MeToo movement of 2017, the moment of the past week has not left young people behind. The Instagram account Everyone’s Invited has gained unprecedented traction, with thousands of school pupils and university students submitting their testimonies of harassment, abuse, assault and speaking to the rape culture that pervades within our educational institutions. As teachers and parents it can be difficult to know what to do in the wake of such a horrific outpouring from young people, how to keep them safe. But if this last week has taught us anything, it’s that to bring up a new generation who do not continue to perpetuate a culture of violence against women and girls is a number one priority.
HOW DO WE DO THIS?
THE ANSWER: EDUCATION.
Keeping our young people safe and healthy means ensuring they have the right spaces for learning about and discussing these issues. We appreciate that terms such as ‘gender based’ or ‘sexual’ violence can be challenging and daunting, or even extreme, particularly when it comes to discussions about pupils. But, as this past week has shown, young people are not protected from this violence and so we must ensure we move towards a preventative as opposed to reactionary approach.
At Bold Voices we’ve been delivering education on gender inequality and gender based violence to young people in schools and universities for three years. We’ve worked with over 2000 people through talks and workshops. We are a youth-led team who identify closely with the experiences young people face and understand the many influences that shape their beliefs and outlook on the world. Our education is designed to empower young people, both boys and girls, to see themselves as agents of change. We do this by approaching topics that are often uncomfortable and emotive with an objective, critical lens. In particular, our education focuses on challenging key attitudes and beliefs such as the perpetuation of gender stereotypes, dismissal of casual sexism as harmless and use of language that degrades and objectifies women.
This education is not a ‘nice-to-have’ addition to the curriculum. It is urgent, critical education required to keep young people safe and to disrupt the patterns of harassment, abuse and violence that have pervaded the lives of women and girls for centuries. Bold Voices are here to support you in becoming better equipped to have these conversations with your pupils, your children, and other educators and parents. As experts in delivering this critical education we have all the knowledge and expertise you need – resources, talks, workshops and a community where young people themselves can learn from each other and find support from others on this journey.
HOW CAN WE HELP?
Resources: Activities for the classroom, toolkits, blog posts and lesson plans for discussing gender inequality and gender based violence. Sign up to be the first to hear about new resources we create through our newsletter.
Talks and Workshops: Discover our talks and workshops, led by experienced facilitators and delivering on key topics relating to gender inequality and gender based violence including:
- Thinking Big About Gender Inequality: From Misogyny to Gendered Violence
- Preparing Our Teens for the Unspoken at University: Cultures of Gendered Violence within UK Universities
- Online Sexual Harassment: How Gendered Violence Adapts to New Environments
Delivering Gendered Violence Education: Sign up for early access to our self-paced online course for teachers supporting you to deliver this critical education.
Doing the Inner Work, to do the Outer Work
Written by Ellie Lister
Ellie leads the Big Leadership Adventure programme at Big Education. A multi-academy trust and social enterprise whose mission is to rethink and reshape education.
We have spent the weekend working with our 2020 Big Leadership Adventure group. It is always an energising and uplifting experience – as we learn together as part of their journey as leaders who believe in a ‘big’ education that can change the system. The commitment, passion and dedication of this group of 30 leaders can not be overstated. We salute you all!
The overall theme of the two days was Design Thinking – how can we re-imagine practices by using a range of tools which get us to understand problems differently and then go about solving them in new ways? Inspired by the work of Ideo, this powerful methodology has much to offer us in the sector.
As pupils return from lockdown, many more schools are looking to do things differently. Our leaders are all working on Innovation Projects that harness the learnings from lockdown, to help us to rethink and reshape education.
We know that we cannot achieve ‘a big education’ unless our system values and embodies diversity, equity and inclusion. Having some of the sector-leading experts and trainers as part of the cohort gave an incredible opportunity to draw on their expertise and really explore how this is explicitly linked to our work on the programme. We explored the themes of user-centred design, really actually listening to what those with protected characteristics are saying, and creating the spaces where those conversations can happen.
Adrian McLean and Hannah Wilson skillfully created a safe space for participants to learn, challenge and understand. It was so powerful to start with checking our knowledge of the equalities act – what are the 9 protected characteristics and how many can you name? Between the group we got there – but I for one would not have managed to get all 9 on my own.
We were challenged to think about which of these are visible in our organisations. Where are there explicit practices in our organisation in supporting or addressing these protected characteristics? It was clear that for so many of us, there is not an equal balance of focus on each of those within our organisations. There were some fascinating reflections on the ‘emotional tax’ associated with some of the invisible characteristics, for example disabilities that are non visible. Some areas of practice are much stronger than others, and it was powerful and, at times, very uncomfortable to delve into why this is the case. It was also fascinating to reflect on the difference between what is written in policies and what is actually happening which again can expose some uncomfortable truths. Adrian and Hanah recognised this and urged us to “get comfortable with being uncomfortable.” These reflections and conversations need to happen.
A large focus was on encouraging us to look inwards first. “Doing the inner work, to do the outer work.” This means we need to look personally inwards and consider our own perspectives, privilege and biases before we can meaningfully bring that conversation into our wider organisations. We used the Wheel of Power and Privilege as a tool to consider our own identity and experience and as a way to consider what might be going on for others.
We made an interesting link with our concept of ‘making entry’ – the idea that an essential prerequisite of meaningful work together in a trusting relationship, and that this is achieved only through self disclosure and sharing information about ourselves. It raises many questions about what we choose to disclose – how much, about what and to whom. What is clear is that if we do not tell our own story, others will make one up for us. Some of that story is based on what they can see – the visible characteristics – and some about assumptions they make. Whether we choose to inform them further is our choice.
What is also clear, however, is how powerful it is when people are open about aspects of themselves. We heard stories of the impact of staff sharing their sexual orientation with students and the transformation in attitudes this can enable, as well as safe spaces where students were empowered to be openly vulnerable and really challenge a culture of toxic masculinity.
The group all made pledges for actions to undertake and we will hold ourselves accountable for these commitments.
Day 2 shifted us into some practical action in developing our leadership skills – what we call developing ourselves as a ‘leadership artefact’. We passionately believe that being able to clearly and effectively deliver a ‘stump’ speech is a tool in the changemaker’s tool kit. The ability to convince others, create a compelling narrative and inspire action is essential. Our leaders revisited their stump speech they had delivered as part of the application process, redrafted it in light of the philosophy of education module they have completed, and delivered it to colleagues in small groups.
It was an incredible experience, for both those speaking and those listening and feeding back. Drawing on the 4 oracy strands as a framework for listening and observing, each leader then received detailed feedback about the impact their speech had had on others in the group. We were all reminded again of the power of feedback – such an important part of developing our self awareness and understanding the effect our behaviour has on others. We referenced the ever useful Johari’s window model as a framework where we consider what is known and unknown to self and others.
The energy, commitment and positivity from this group of school leaders, after the first week back at school, was quite a joy to experience. The power of the cohort and drawing on expertise and support from the group could not have been stronger. It is a pleasure to work with this group of leaders and the future feels a little brighter in their presence.
Are you passionate about the need for a holistic education for young people? Applications are open for the Big Leadership Adventure – closing at midnight on the 3rd of May: https://bigeducation.org/bla/
Telling it Like it is: Decolonisation is Not Diversity
Written by Tre Ventour
Northamptonian writer-poet, educator and curator, whose work has often revolved around arts, Black history and issues of race and social justice.
Previously published in Northampton Chronicle [edited]
Since the Murder of George Floyd, there has been renewed interest in Education to decolonise the curriculum, but I have so often seen this term decolonisation lumped with Diversity and Inclusion [D&I].
Movements to decolonise curricula have been around for years but progress has been little. To put more Black and Brown authors on course reading lists is simply diversity. And as Sofia Akel writes, “diversity can still exist within this western bias.” D&I and decolonisation are not the same. Academic Kavita Bhanot states that “the concept of diversity only exists if there is an assumed neutral point from which ‘others’ are ‘diverse.’” So, in responding to the Black Lives Matter movement, diversity can only exist in proximity to White people because diversity is “the new corporatized version of multiculturalism” and what we should be exploring is decolonial thought.
In order to understand decolonisation, we must look at colonialism, specifically how it was more than the brutalisation of a set of peoples and cultures. It also includes intellectual genocides through knowledge production (i.e the erasure of African history), or if you want the jargon, epistemic violence. Epistemology is the theory of knowledge, so epistemicide is in reference to a violence committed through knowledge. This combined with the codification of White western European thought into our structures, very much a by-product of colonial epistemologies, is what we are living with today. Meaning these codifications have also centralised White western experiences and ways of thinking/acting as the universal norm, with Dr. Shona Hunter describing Whiteness as “the ethos of the impulse to govern. … it is not just that whiteness is sameness. It is the generalizing universalizing impulse, the impulse to have power over life, the ultimate controlling impulse.”
Sofia Akel also says “decolonisation typically refers to the withdrawal of political, military and governmental rule of a colonised land by its invaders. Decolonising education, however, is often understood as the process in which we rethink, reframe and reconstruct the curricula and research that preserve the Europe-centred, colonial lens.” So, this is something undiscussed in just putting ‘diverse authors’ on reading lists. Prof. Gurminder Bhambra and colleagues believe decolonisation should provoke a change in our thinking about the world – where racism, empire and colonialism are placed at the centre and positioned as objects around which our present world is shaped.
During the Labour Party’s Black History Month debate in October, the term decolonisation was contested by members of The Government. Bhambra and colleagues think that “one of the key challenges that decolonising approaches have presented to Eurocentric forms of knowledge is an insistence on positionality and plurality.” This means the conflicting different stances that can be taken in relation to arguments about decolonial thought. One such example could be to look at how colonialism is discussed in geographies situated in the Global South compared to the Global North(west). On a personal note, to me decolonising the curriculum could begin with looking at what epistemic violence looks like in STEM subjects. We could start by interrogating our very language in relation to Whiteness, (terms like East and West) and how the words and terms we use are vital to how we relate to our identities, communities and each other.
Since the 2020 anti-racism resurgence, there’s been much debate about White privilege, a notion that has a long history in print with work having been done by thinkers, including WEB DuBois, Kalwant Bhopal, Peggy McIntosh, Theodore W. Allen, and more famously in the mainstream with Reni Eddo-Lodge. In our want to decolonise, it would be of value to also critique Whiteness, especially by looking at the work of Black and Brown authors, since Whiteness is often better critiqued from those outside of it. If we look at the current colonised curriculum as a symptom of White supremacy, we might be able to change our thinking beyond individuals. Just as Charles Mills writes, “unlike the currently more fashionable “white privilege” white supremacy implies the existence of a system that not only privileges whites but is run by whites for white benefit.”
So, when we think about decolonisation, we must the consider language. So, here we begin to see that D&I and decolonisation are different, and it’s often infuriating to see them lumped together. In admitting school, FE college and university curricula are colonised, we must then see how our education system is complicit in White supremacy. The Murder of George Floyd was a wakeup call for many. Movements to decolonise the curriculum have been around for decades and this is simply the latest chapter in a much longer, subtler history. Decolonise, not diversify, and with universities as well, in the tiger’s mouth of Coronavirus and students being fed a colonised curriculum in the White academy, you really have to ask, what exactly are students paying for?
Culture Vs Performance Scrutiny? Which is most important for a governing board to get right to fulfil its strategic role on race?
Written by Dominic Judge
Director of Governance Programmes at Inspiring Governance
The recent Diverse Educators series on Diverse Governance has got me thinking. The recurring theme is that developing the right culture in your governing board is the most critical step to getting equality and diversity right in your school. If you like… ‘culture eats strategy for breakfast’. But are there other ways of tackling racial inequality?
I’ve been a continuously serving governor for the last 15 years in a variety of school and catchment contexts. I’ve also been a Diversity Training Manager in the police after the tragic murder of Stephen Lawrence and worked at the National College for Teaching and Leadership, not least leading a range of work to diversify senior school leadership.
From what I’ve seen in all these contexts, culture is critical in successfully addressing racial inequality. A culture of leadership, personal commitment, brave discussion and a collective willing of boards and decision makers to educate and self-examine themselves in order to move forward.
However, my experience has shown me that it is also about fundamentally ensuring race equality is elevated front and centre of organisational performance too. This means that race equality is on agendas, data is sought and scrutinised, actions are taken (and funded), and outcomes/ performance are scrutinised and challenged as forensically as any other element of performance. A good culture means this is easier to do but it can be done as the right culture is being developed.
In one of my roles I remember taking on a major programme to develop a pipeline of headteachers. One of this programme’s sub projects (the ‘diversity project’) was unfunded and described to me as an ‘influencing project’. Not surprisingly it was not under the same level of scrutiny as the others and consequently not achieving as much as them.
This is exactly my point; we won’t make the progress we need to without the high scrutiny and funding of action that goes along with other areas of organisational/ school performance. Within months I ensured it was six-figure funded and scrutinised for its’ performance and progress by the overseeing programme governance board as keenly (if not more) as any other project we were undertaking.
So, if tackling race inequality in schools is to be scrutinised as forensically as any other area of school performance, what are some of the questions governing boards need to be asking themselves?…
7 main areas to consider:
- Pupil achievement/ attainment – Does the governing board regularly interrogate the school’s attainment data against ethnic category data. Are there markedly different SATs/ GCSE/ A-Level outcomes for different student groups? Why is this? What are we doing about it? How is the current Covid exam grading approach playing out across our diverse students?
- Racism – My own experience of governance tells me that reported racist incidents to governing boards are very low, but a TES pupil survey last spring reported a third of pupils had seen/ heard racism in their school. So, behind the monitoring of RIs, how are governors assuring themselves that their school is tackling racism and educating students about it? Do all their students feel included, protected, and supported to achieve their academic best?
- Exclusions and behaviour The Timpson Review rightly shone the spotlight on pupil exclusions and if you have ever sat on an exclusion panel you will know the magnitude of the decision you are being asked to make. But as a collective board, governors need to monitor exclusions (and for that matter general behaviour sanctions) by ethnic category data – what is the pattern showing? how do they have safeguards/ checks and balances in place to understand and counter any uneven outcomes?
- School workforce data and approaches – Are governing boards reviewing their own composition? Are they reviewing the make-up of their SLT, their teaching staff, their ancillary staff? This is not advocating a call for positive discrimination but ensuring that the governing board is asking questions about the strategic approach to recruitment and development in the school.
- Broad and balanced curriculum – Governing boards have a strategic role to ensure the school is delivering a broad and balanced curriculum. So, are governors confident the school is offering a balanced curriculum, relatable and accessible to all students from all backgrounds? If an academy, how are they ensuring their curriculum freedoms motivate all pupil groups in the school?
- Policies (e.g. uniform) – How are maintained governing boards and trusts reviewing and signing off policies? Are these policies unwittingly leading to indirect discrimination in their outcomes and unevenly associated disciplinary action because of these – e.g. Black hairstyles
- Destination data – Governors of secondary schools should be strategically scrutinising the destination data from their schools. Where are their students from different race and ethnic backgrounds going after they leave school? What does the data say on those progressing to further or higher education, employment, what does our NEET data tell us?
Good schools and governing boards will already do much of the above and more. They will have developed their culture and have clarity for the school’s vision and ethos on race. But if some schools are working hard to develop their culture then it’s helpful to remember that part of the governing boards’ strategic role on race is to hold the school executive to account for the educational performance of all its pupils. For success and change, culture and performance scrutiny need to go hand in hand.
Engage, Educate, Empower Mantras for Inclusive Leadership
Written by Hannah Cotton
Founding director of Inclusive Leadership firm, EquALLIES and promotes global inclusion on Twitter under #FFBInclusion.
I’ll confess, I’m getting a little sick of the three word mantras. I’ve come to liken them to vacuous cross-party political promises and safety-critical health advice alike. They’ve been over-used, over-simplified and under-estimate the intelligence of many to accommodate more.
But I’m also a realist, relying heavily on my analytical skills to draw conclusions that support facts. So, somewhat reluctantly, I acknowledge that three word mantras are highly effective at delivering a message. They are effective at activating people to change.
All else being equal, what’s required for change?
Our need to learn how to change has never been greater. Be it covid, Brexit, inequalities and social injustice or climate change, we must all grapple with the “new normal’; and that means change. Maybe it’s just at the fore of our thoughts as we find this “new normal” may be so significantly removed from the old.
Change is constant. Risks change, rules change. Priorities, processes and systems change. Change is not tied to global pandemics or social injustices. None of it needs a rising of the people, form T216 or social media. If the driver of a deadly efficient biological virus has taught us anything, it surely must be that.
Many I move amongst embrace change lovingly; change is opportunity, growth and progress. Through discussion, I’ve found most with this perspective draw from negative experiences of a need to change to reach this conclusion. Many have grown through change linked to pain; loss of a family member, loss of a job, loss of safety or health, or recovery from addiction.
Experience of the process builds confidence in change management. With knowledge and understanding, we can lead others with positivity to not just face change, but also to identify opportunities for change, and how to promote it. The drive to build on past improvements spurs the next, and shared enthusiasm facilitates taking others on the same journey.
There are also those that I recognise approaching change with a different mindset; when one equates change with fears of the unknown and loss of a comfort blanket.
However, let me clearly state at this point, there is a huge difference in those who require routine and consistency and those resisting change. Neurodiversity is not a problem to be moulded into homogenous thinking. Neurodiversity is a positive example of ‘different’ that we require change to embrace.
So, with over 100 years of collective experience in cross-industry leadership, psychology, business and cultural expertise, EquALLIES have defined this three word mantra to effectively manage meaningful, inclusive change. We’ve worked hard to condense our knowledge to provide the skills, learning, experiences and opportunities to lead oneself, and others, progressing the individual, their workplaces and communities.
We go beyond the protected characteristics to embrace all stakeholders, including socio-economic, social capital and geographic inequalities. After all, diversity is nothing without inclusion, and inclusion is impossible when it excludes.
Engage: Get Ready To Work
Engagement combines the need to inspire someone to do something. EquALLIES understands that means leading ourselves to change and also leading others.
No-one is absolved from action. Ask yourself some questions;
- Why? Define your purpose. Understanding the reasons for change will be key to keep you focused and motivated when times are tough.
- What? Define your goals, plan a course of action, understanding risks and measurable outcomes. This will keep you on track for delivery.
- How? Outline the resources you will require to achieve your goals. Knowing your strengths and your barriers to achievement will help you source the services, products and collaborators for success.
For example, in the context of school, where the goal is learning, we have two cogs; pupil and teacher. To engage, the pupil may prepare for the year with a new uniform and pencil case, but without corresponding resources from the teacher, their shared goals will be destined to fail. There is a requirement for individuals to prepare for cohesion and collaboration to address the issue at hand.
Educate: Do the Work!
Once you have engaged yourself, employed the resources you need to move forward towards a shared goal you must get ready to grow. Becoming mindful of yourself, knowing what growth feels like, how you address challenging situations and how to approach new ideas will be key. When you understand your own learning style, you can then do the work to improve your knowledge. This is when education yourself leads to educating others.
Empower: Get to Work!
Once the individual and collective are engaged and educated, it’s time to act.
Understanding barriers to action will include the process of liberating yourself from inaction, apathy or denial. Empowerment gives you the tools to challenge yourself, and others from issues that may be deeply ingrained, have formed bad habits and institutionalised ways of thinking. Enabling you to remove these barriers and act on behalf of yourself, and others, can safely be used towards realising your individual and collective goals.
Conclusion
For one to change, one must be able. Having the confidence to be you and to know your authentic brand of leadership is important. Having a network to support you, to inspire, to share successes with and to draw from when further strengths are required is important. Having a safe space and opportunity to practice your skills and reflect on your learning are important.
Mantras may not always hold the detail we need to effect change. However, if they grab your attention and engage the individual enough to learn how to act on them, the journey transcends the need to re-skill in future. By focusing on understanding self AND others, the fear of change, of loss and exclusion are replaced with practicing what we so often preach.
Individually important but collectively successful, Engage > Educate > Empower is the three word mantra embracing leadership, diversity and inclusion.