Diversity and inclusion - why are they not easy bedfellows?
Written by Amanda Gummer
20 years experience working with children and families
Two very hot topics at the moment but the approaches to increase diversity and improve inclusion can seem to conflict with each other, preventing either of them from being fully achieved. In order to achieve true diversity and inclusion we need to rethink some of the accepted wisdom.
When we talk about inclusion, we are often referring to disabilities and making sure children with additional needs are able to access the play or developmental opportunities that other children can. Similarly, when we talk about diversity, we’re usually talking about race, and occasionally gender. However, to truly be inclusive and diverse, we need to look outside of physical, and even mental conditions, and consider factors such as culture, geography, socio-economic status, and age. Only then can we achieve full inclusion and by breaking down those barriers we will automatically increase diversity. First, it is helpful to look at the evolution in our approach to inclusion. The same diagram can be used for diversity.
However, not everyone is on the same journey or going at the same speed on this. For example, many playgrounds were commissioned decades ago when the concept of inclusion wasn’t a priority – at best, there was a single, wheel-chair accessible piece of equipment – very little consideration was given to other disabilities and conditions which impact a child’s ability to play.
The toy industry has been stuck using the segregation approach for years – toys designed for children with additional needs are not readily available in mass-market toy shops or supermarkets and so are not able to benefit from the economies of scale of the most popular toy brands and are therefore more expensive and seen as very niche.
Clearly segregation is where the diversity movement started. Integration wasn’t much better for increasing racial tolerance and appreciating individual differences, but I think that the biggest backwards step was when, possibly with the best of intentions, we moved towards homogenisation. The principle being that if not everyone could have something, no one should. So everything became bland – we introduced a national curriculum which meant that children in a vibrant inner city school couldn’t make the most of the opportunities in their community because the kids in the rural village school didn’t have the same access, and children living in the countryside with access to lots of space and natural resources were not able to make the most of that in their education because it wasn’t accessible to the kids in the inner cities. Examples of this one-size-fits-all approach can be seen in lots of walks of life – from the rise in chain stores and the loss of individual towns’ personalities, to pre-packaging of food, fast fashion – the list goes on.
The result? An education system that is inflexible with very narrow definitions of success, playgrounds that are vandalised and misused because they’re not inclusive enough (not enough children are using them for them to be seen as a community asset and protected by the people in those communities), High Fat Salt and Sugar packaged foods, and a loss of character on our high streets. This all contributes to a lack of understanding and appreciation of individual differences and differing needs. And it is time for that to change.
I’m focussing on toys and play as that’s what I know but I’m fairly certain this is relevant in a lot of other arenas. We need to take some bold steps and recognise that true inclusion comes from appreciating children’s differences – and this naturally leads to more diversity. By considering all of the potential barriers to inclusion and working to remove them we are automatically increasing diversity. A playground that includes challenging risky play will not only appeal to children with ADHD but will also be used by older children and maybe those who can’t afford to go to the theme parks but crave a bit of an adrenaline rush. Understanding the dress codes of different cultures allows equipment to be included that doesn’t require climbing or leg lifting and is accessible to children in those clothes, as well as children on crutches.
So what’s to be done. Well first of all we need to get rid of the tokenism or ‘inclusion theatre’ all the things that look good and seem like they are promoting inclusion but are not based on any evidence and in the worst cases may actually be impeding inclusivity. To be truly inclusive and increase diversity, we need to take an evidence-based approach and include consultation with all stakeholders – whether that’s in town planning, toy design, playground procurement or shop layouts.
We also need to realise that a single product/brand/service can’t be all things to all people but should be accessible and relatable to by the people it’s designed for. A toy can not be multisensory and stimulating whilst also being quiet and relaxing. The important thing is to make sure that everyone’s needs are respected and catered for overall.
It’s really not rocket science but we need to update our approaches to both inclusion and diversity if we’re ever to really achieve either.
Amanda is a research psychologist and founder of the Good Play Guide: www.goodplayguide.com
Why Diversity Matters in Education: “The rise of an internationally-minded child.”
Written by Fatma Khalid
A lot has been written recently about diversity, especially in education. Whilst diversity has been “entertained” by a lot of administrators and specifically policy makers into bringing the novelty idea to practice, there is still a lot to be done in terms of making our society and specifically our educational sector more diverse.
Majority of times I have seen students, even my own children, being confused about their culture and identity specifically for children who are born and raised in countries that are not their countries of origin. The implications of this reaches out to sometimes loss of identity or even worse the breed of inferiority that we find most common even here in the UAE where certain cultures and nationalities are often viewed as being better because of how they are portrayed or advocated. This is further challenged by the market niche in the UAE which gravitates towards recruiting teachers of certain nationalities further compromising the practice or need for diversity and inclusivity. Children grow up feeling that the most knowledgeable and people holding high offices are isolated to only ‘a certain kind’ which itself is a huge impediment to ambition and self-esteem.
Although schools have tried to review their curriculums to include enriched activities that promote culturally diversified programs, little has been done to support world-wide inclusiveness or build a truly “international minded” child. Curriculums majority of times are still country bound; where they cover history or cultures to that particular country as compared to covering world history and include studying cultures of the world so children can truly build acceptance and respect and be aware of other cultures that are unique and significantly different to theirs; this is what after all is defined as an “international minded child”. How else can a child build compassion or become a global citizen if he/she spends all their lives thinking there was only one culture or history that was worth studying and understanding.
All efforts need to be in place to ensure that all children’s cultures are represented in curriculum which is highly recommended for a highly inclusive society such as the one here in the UAE. Culture awareness cannot be left for isolated occasions such as the most commonly celebrated “international day” where children and parents are encouraged to bring their traditional food and dress in their traditional clothes, then tribute done and the rest of the year, children go back to studying the curriculum (country bound) history. When we have made technology a mandate, cultural diversity too holds importance and should be integral and be embedded in our core curriculums.
Moreover, ensuring that our teams are made up of qualified individuals from different nationalities increases the opportunity for children to learn and understand cultures from multiple countries that most importantly also represents them. Curriculums are consequently enriched with creativity and increased global perspective for a truly diverse society that aims to understand, acknowledge and accept that although we are different, we are fundamentally the same kind…
The human kind.
What does it mean for education to be diverse and inclusive?
Education is without a doubt the most transformative force in society. Education lifts people out of poverty, it opens up choices with regards to the livelihoods they can pursue, and it empowers them to challenge the status quo. But education has a diversity and inclusion problem. Like any social institution, it is rooted in its history and has evolved within a system predominantly designed by white men. This means that much of the curriculum is based on the thinking, insights and mindsets of white men who were taught by other white men who came before them. There has been some progress in addressing this and making education more inclusive.
Many educational institutions have developed policies to promote equality, diversity and widening access and success, yet statistics consistently show students from a minority ethnic background are underrepresented in many disciplines within Higher Education. There is also a significant gap in the success rates with students from ethnic minority backgrounds consistently lagging behind their white counterparts. When we look below the surface of the marketing materials provided by many educational institutions – which show diverse students smiling and having a good time – these images do not necessarily reflect the experience of learners from a diversity of backgrounds.
As the recent surge in Black Lives Matter protests illustrates, we do not yet live in a society where everyone feels safe and included. Quite the opposite, this global movement has illustrated that large sections of our society face oppression and exclusion as part of their daily lived experience, including experiences within education. The fact that this experience has remained largely under the radar of white privilege does not make it any less real and urgent.
Now what would it mean for education to be more diverse and inclusive, and what steps can we take to move in the right direction beyond articulating policies and providing diverse images in marketing materials?
First of all, it is essential that education explicitly addresses its own biases and blind-spots and actively works to incorporate a more diverse range of voices within the curriculum. This means including works from authors and theorists who represent under-represented groups within society because of their gender, race, sexual orientation or other relevant characteristics.
Secondly, it means making the contested nature of knowledge explicit and encouraging active debate among students about how many current perspectives and understandings are rooted in white privilege and promote insights which serve the interests of an establishment that promotes the interests of some over the interests of others.
Thirdly, it means transforming some of metaphors prevalent within educational institutions. Masculine metaphors around competition dominate within educational discourse and education is seen as a competitive battle among students for the best grades and a competitive battle for institutions to acquire the “best and brightest” students. We should instead be shifting these metaphors to something more grounded in collaboration and sustainable growth. Life doesn’t need to be seen as a competitive struggle for survival – and opportunity does not need to be presented as a cake with a limited number of slices.
Fourthly, it requires educational institutions change their recruitment, development and promotion practices so that these are effective at removing any barriers for minority applicants and staff to join and develop within an organisation. This includes using blind recruitment processes, balanced recruitment panels which include minority representation and whose members are trained in avoiding the adverse impact of unconscious bias, as well as a range of development programmes aimed at supporting minority staff to develop as part of their role.
These four steps form a starting point for addressing issues of diversity and inclusion in education, and responsibility for their implementing very much lies in the hands of the those in leadership positions in our educational institutions. However, the systemic issues cannot be addressed within our education institutions alone and require the active participation of the media, arts, literature, and other institutions in stopping the damaging stories and limiting expectations which give rise to access and success barriers in education and beyond.
Bio
Jitse van Ameijde is a social entrepreneur and founder of Social Change Academy – a social enterprise focused on the development of tomorrow’s change makers passionate to make a positive difference to the lives of others. Originally from the Netherlands, Jitse came to the UK to finish his Masters in Social and Organisational Psychology, and ended up working for the Open University where he worked on the design of distance learning experiences and taught systems thinking in practice as an Associate Lecturer. He is passionate about issues of inclusion, social justice, and equal opportunities for all regardless of their past.
Jitse van Ameijde is the founder of the Social Change Academy: https://www.socialchangeacademy.org/founder/
The Role of Wellbeing & Resilience in Diversity
Written by Tasha Fletcher
Lead Primary Teacher in KS1
Resilience “an innate capacity to rebound from adversity and change through a process of positive adaptation. For young children and adolescence, resilience is a fluid, dynamic process that is influenced over time by life events, temperament, insight, skill sets, and the primary ability of caregivers and the social environment to nurture and provide them a sense of safety, competency, and secure attachments.” National Resilience Resource Center
International and local schools around the world are culturally, ethnically, and racially diverse. Now more than ever there needs to be a conscious shift in the role that wellbeing, mental health and resilience play in diverse classrooms.
But how can we as educators begin making this a priority in our classrooms?
What are some of the signs we should look out for?
What role can we play in ensuring our students feel valued and safe regardless of their ethnic backgrounds?
What is culture?
Culture shapes society’s attitudes, beliefs and behaviours. Every individual is a part of multiple cultural groups, based on several factors such as; race, ethnicity, faith, country, type of work, level of education, physical ability or disability status, sexual identity and so on.
If you work with young children or teenagers that have different cultural backgrounds from your own, there can be additional communication challenges, as teachers we face these challenges every day. Many communities have agencies that provide services for specific cultural and ethnic populations.
How is wellbeing and resilience linked to diversity?
Wellbeing and resilience play a huge role in diversity, especially in today’s classroom where the cultural differences that exist between teachers and their students/students and their peers are numerous.
Diversity may exist with regard to race, culture, religion, language, sexual orientation and socioeconomic status. Parents/guardians, teachers, caregivers, extended family members and other adults in children’s lives have an important role to play both in their responsibilities and opportunities to model ways for children and teenagers to feel safe, connected, valued, capable, respected and grow in resilience.
Unfortunately, within many school systems, a lot of students are faced with discrimination from other students as well as staff every day, due to a lack of understanding or empathy with regard to the variations in beliefs, practices, and values of different cultural groups. Since ethnic minority children have higher rates of suspension/expulsion, special education placement and school dropout, it is evident that numerous disparities exist within our education systems.
There are instances where students, for a variety of reasons, may face more challenges due to adversity, trauma or unsafe living conditions at home. On the other hand, children can grow up in completely nurturing environments and still, because of genetics, brain chemistry or a special educational need, have an emotional, mental health or behavioural disorder.
The role of culture
Culture has a significant impact on the beliefs and attitudes surrounding child development, identification of problems and judgment about the best way to intervene when problems do occur. Furthermore, each of us operates within an individual culture, which espouses specific beliefs that determine how we interact with others and interpret their actions.
Cultural variations in expressions of behaviour may contribute to misunderstandings and conflict, which can be decreased through enhancing multicultural awareness. And while risk is a contributing factor for poor outcomes, it is not a given because educators, parents/guardians and other adults entrusted with the care of young children and teenagers can help all children gain and maintain a sense of their own strengths and abilities (if they know how to and should receive support from the relevant authorities; DSO, counsellors, psychologists, child and wellbeing services etc).
So what can we do as educators and parents to promote diversity and inclusion in schools and communities?
Recognise the cultural diversity and uniqueness of students and learn as much as you can about your students’ cultural background by spending time with your students and getting to know them. (This is especially good to do at the start of the year) and a simple “All about Me” activity is a great way to start. Some teachers may argue that this activity is geared towards younger children, but as a teacher creativity is at the heart of what we do. You can turn this into a carousel activity of guess who clues for Middle School or KS2 children and staff around the school, in the gymnasium or sports field.
You can start a class mystery blog for Secondary students in which each student writes a blog about him/herself (I would suggest giving a minimum word limit but not a maximum).
The goal will be to feature a new student each week and the class has fun guessing who it may be while learning about each other.
Whatever activity you choose to do, don’t just collect the information, use that information to help your students and create successful relationships in which your students feel valued as a member of your class.
Recognise that socioeconomic and political factors have a significant impact on the psychosocial functioning of culturally and ethnically diverse groups
Develop an awareness of your own cultural and ethnic background and acknowledge differences in the culture between you and your students.
You can do this by incorporating instructional strategies into your school’s curriculum that are sensitive to cultural differences such as: text books, planned activities and field trips, print rich environments which can include key/everyday words which represents the various ethnicities of students in your classroom or invite students to contribute something from their different cultural backgrounds towards the classroom displays to help build a sense of belonging, feeling valued and a voice.
Promote tolerance and understanding of cultural differences – as a teacher or parent you can promote this in many ways:
Incorporating fun learning projects that teach about diversity, wellbeing, mental health and resilience through.
PSHCE discussions or peer and group collaborations using task cards. I have created some wonderful resources which can be used to help children recognise the value they bring to the group and to understand the role they play in keeping well and mentally healthy for both primary/early years and middle school/upper primary.
International day celebrations – children, staff, parents and members of the community can contribute to events like this to promote diversity, equality and respect.
Teachers and children could plan activities together with their parents to showcase a country for a day/week. Together you may all choose to dress up in the traditional clothes of that specific country/culture for a day, learn a new song, poem or read aloud in the language and present it. Inviting guest speakers, or watching a film together are also other hands-on ways you can promote and celebrate diversity in your classroom or school.
But why stop there?
As a teacher you can work together with schools in other countries and collaborate on a mutual interest with your students. The aim here is to expose the children to cultures and ways of doing things that are different from their own by instilling tolerance, respect, reflection and developing the understanding that although some people may look, dress, and speak differently than they do they each have a uniqueness that should be valued and celebrated.
What can we do as educators, parents/guardians and caregivers to support resilience?
Instil in children a sense of values while respecting other viewpoints.
Encourage good nutrition, exercise, diet and physical fitness for example you can include yoga or breathing exercises as part of your brain breaks with students during class times.
Teach gratitude and a recognition of blessings in life, as teachers we probably do this every day. We often ask our students to reflect on their lesson by checking their targets or filling in smiley faces.
Why not include wellbeing and resilience as part of that gratitude too?
You could create a reflective/wall of gratitude which could be placed on a wall or door to the exit. Students can then write something they were thankful for at the end of the year and add it to the wall as they leave for the day.
Another way to incorporate this could be creating a wall of gratitude in a padlet and students can fill in one thing on the wall as a home activity. It can also be a useful sharing tool for weekend activities.
Provide opportunities for friendships and a social support system to develop. As adults we know how important it is to have good, strong and dependable social groups from adults we trust and can count on.
The same goes for children and teenagers, as adults we should ensure that the children entrusted in our care know where to go to for help if they need it and are not afraid to ask for it too. Encouraging opportunities for social support systems with friends and trusted adults is a good way in which to do this. School counsellors, homeroom teachers, social support groups within the school or community are all ways in which we can promote this.
Try to encourage children’s ability to figure out life through trials, error and success. A lot of children because of cultural norms, low self esteem or socio economic status are under pressure “ to not accept failure” or grow up hearing that failure is unacceptable from the adults who are sworn to protect them.
Failure is a big part of success and growth, therefore young children and teenagers NEED to know that it is okay to fail. After all it is how we learn, and acceptance of that failure is paramount to the next step which should inevitably be success.
As adults it is equally important to take care of ourselves too.
Find ways to take care of yourself based on what you enjoy doing, for me going on long walks in nature or reading usually does the trick.
Be mindful of how your thinking is helping or hurting your situation. Always be careful of your thoughts, for what you believe have the tendency to become.
Find comfort in the small things and gratitude in your own accomplishments and contributions. This can be as simple as acknowledging out loud something you are successful at or grateful for each day.
Be a lifelong learner, find enjoyment through learning new ideas.
Promote ways to feel competent, connected, and to have life satisfaction.
And finally Instil a sense of pride in your family as well as your cultural traditions and rituals.
About the author:
Tasha is a lead primary teacher in KS1| mum of two boys | Designated Safeguarding Officer | ELT Materials writer. With a specialisation in Early Childhood and Psychology, she has more than 16 years of experience in young learner education, starting in pre-primary and primary in Trinidad & Tobago (Caribbean) before specialising in TEFL to young learners. She has lived and worked in 9 countries across the world, working in teaching, teacher training, assessment and educational development. When she is not teaching, she enjoys spending time with her family playing football, basketball and nature walks.
In Search of Great Governance
Written by Rosemary Hoyle
Primary School Governor and Chair for over 20 years.
Inspired to write this post by a recent online event held as part of the Freedom to Learn Festival I have been prompted to draw together all my recent thoughts on diversity and the role of governance. In the opening remarks one of the speakers stated that it is a ‘schools’ purpose to create the next generation of global citizens’ and, not to give the game away too soon, that is surely why diversity matters! Looking back over earlier posts that I have written about the core functions of governance and, in particular the one about vision, values and strategy, I can see immediately how the board can lead in this area. In the strategic aims of the school I chair, agreed by the board after consultation with children, staff and the community, we felt strongly that there was a need to make diversity explicit so we state that we want to be –
A school that is at the heart of the community; a good neighbour and engaged with community groups of all ages. A school that builds on our pupils’ own experiences, interests and strengths and helps to develop their sense of identity as local, national and global citizens.
In order to do this, we state that we want ‘A curriculum that exposes children to other cultures and offers opportunities to explore a wide range of ideas’. After listening to the presentations at the Diverse Educators event I think this needs to be even stronger, wider and bolder in its aspirations. It isn’t just learning about others is it? Another of the speakers at the online event talked about being able to be your own authentic self and, surely, in order for that to happen you have to believe that your own ethnicity, your own culture and religion, your own sexuality, your own gender identification or your own disability has a place and is valued and represented in the world around you.
So, let’s get back to the beginning – Yes, for this very important reason diversity matters and it matters to the whole school community. It matters in the curriculum we teach our children and it matters in the resources that support this work. It matters in the public information, the displays and the literature that families see about our schools. It matters in the workplace, in the leaders and staff that the children (and staff) see around them every day in school and it matters in the board of governors. It is part of the ‘ethic of everybody’. (1) It should be a thread that runs through every part of our education system and we, as governors, have a big part to play in leading this. Mary Myatt suggests that governors ‘might ask themselves whether their work is underpinned by doing right by everybody?’ (2) Any boards that have been involved in the Ethical Leadership in Education Project will have given a lot of consideration to this recently but take a moment to look around the boardroom table for there are real dangers in group think from a board that lacks diversity. In the 2019 NGA survey 93% of respondents identified as white and only 10% reported being under 40! (3)
Then look up from that table and look at the school you lead, support and challenge, and ask yourselves are we really inclusive – does diversity matter here? (4) (5)
Here are a series of questions that we governors should ask
-of ourselves:
- How does our board reflect the diversity of the school community it serves?
- Is valuing diversity explicit in our vision and strategy?
- Do we/Should we have a governor who is focused on diversity?
- What training have we undertaken as a board to challenge and reflect on our understanding of diversity?
- How often have we talked about this at a board discussion?
– of our school:
- Does our public information reflect the diversity around us?
- How and where is diversity evident in our curriculum – right from the Early Years?
- Do we have resources for our children from Early Years onwards which have a full range of representation – books, dolls, displays around the school?
- Are our staff confident to answer questions and continue conversations with children about diversity – do they know what language to use?
- What CPD have they been able to access to help them with this?
Notes:
- Dame Alison Peacock quoted in Mary Myatt, Hopeful Schools,2016, p 60-62
- Mary Myatt, Hopeful Schools,2016, p 61
- National Governance Association, School Governance in 2019, [online] at https://www.nga.org.uk/Knowledge-Centre/research-(1)/Annual-school-governance-survey/School-governance-in-2019.aspxaccessed 21/08/2020
- The Ethical Leadership Commission, Framework for Ethical Leadership in Education, [online] at https://www.nga.org.uk/ethicalleadership.aspxaccessed 21/08/2020
- National Governance Association, Everyone on Board, NGA [online] at https://www.nga.org.uk/News/Campaigns/Everyone-on-Board-increasing-diversity-in-school-g.aspxaccessed 21/08/2020
Don't Tuck in Your Labels
Written by Bennie Kara
Founder of Diverse Educators
Written January 7, 2018.
I am the woman that always has a clothes label sticking out somewhere. In any given day, some kindly person will reach behind me and tuck it in. And I, without fail, will apologise for that label and the fact that someone had to decide what to do with me.
You see, clothes labels are really useful things. They tell you what to do with the item. How to take care of it – how to fix the item if it is damaged in some way. It stays there as a reminder that the item needs to be nurtured. Lots of us become irritated by them – how many times have we cut the label out because we can’t forget it is there – perhaps it’s rubbing against our skin, making us feel uncomfortable. I do it all the time with the vain hope that people will not have to fix me up and make me presentable.
I have made many jokes over the years at various conference about winning the competition on how many labels I have. We categorise people in so many different ways and I have seen it as a laughing matter. So when I was thinking about my labels, I decided to create a pie chart of the make up of me. Mostly just in case my Maths teacher is watching – my Maths GCSE started with 30 mins of me panicking because I had forgotten how to draw a pie chart.
So if you want to see what my clothes label says – this is me.
It took a long time to decide how much of me I could allocate to the different labels. I am a woman. Quite considerably so, according the number here. I am also equally Asian. It gets harder when I have to decide just how much of me is on the LBGT spectrum. I define as bisexual and have been in a relationship with a woman for a long time. All of these categories I have become comfortable with – while I know they present me with challenges, I have spent my life getting to know them.
I have come to know myself as a Gryffindor too. This is not in jest. I will not have anyone disagree. I’ve taken the test.
It is my last label that is more recent and perhaps the one I struggle with the most. I learned not long ago that I have hearing loss in both ears and it is more pronounced in my left ear. I will be wearing a hearing aid soon to help me function in loud spaces, to help me understand what people are saying when I can’t see their faces.
I mean, I know I’m a woman and can’t lift heavy things or be in charge of a boardroom. I know that I am Asian and therefore should probably be teaching Science and not English. I know that I am bisexual and this means I am greedy/just not willing to admit I am gay.
But I was not prepared to be disabled, albeit in a small way. In some ways I have to confront here my own misgivings about having a hearing impairment in a profession that is built on listening to children in order to teach them. I sat in a car park and cried. Because this female, Asian, bi person didn’t want another label – especially one that could literally mean people think I cannot do my job. How many glass ceilings for me?
It has taken time to adjust to it. It chafed. I could feel it rubbing. But I have left it there because it gives people another way to know me.
Some people will say: if we take away all labels, we can just be people. I absolutely agree. I want to be able to teach without any of those. At the risk of sounding like a below the line Daily Mail commentator, stop going on about your labels – it creates the victim complex. It’s not important to the way you teach, so just shut up and get on with it. Identity politics creates resentment. I resent you and your labels.
I don’t think any of us walk around with our labels on our sleeves. If teaching is a profession in which your authentic self is required for children and adults alike to connect and know you, if it a profession in which people are the centre then I do not want to lie, either overtly or by omission.
The average 18-44 year old lies twice a day. I am sure that you are sitting there thinking – well that’s low. I can smash that statistic by 9am in the morning on any given school day. But the lies I tell because I have to are now starting to grate.
There are things I can’t say, choose not to say, places I won’t ever visit with my partner – and it is exhausting making all of those decisions about who I can be when I am simultaneously juggling the demands of the curriculum, behaviour, marking, meetings, paperwork. Wouldn’t it just be easier for me and more real for the students if I didn’t have to think about my pronouns so carefully? Or worry about who is going to see me with my partner in the local area?
I spoke recently about the curriculum and how having diverse voices delivering content doesn’t take away from what we teach our students – when we teach the Ramayana or about Malian women’s contributions to local industry, we are not saying do not teach about Wordsworth or Dickens. Perhaps as a female, Asian, bisexual, disabled Gryffindor, I can enrich rather than detract. Hiring me, allowing me to be free within a role, means a better education. Not because I am better. But because I can bring my knowledge and still teach yours really quite well. There is enough oxygen for all of our stories, told with pride. Authenticity in teachers allows students to understand humanity in all of its guises. We actively prevent learning when we lie, when we omit.
I have seen this quotation many times and it occurs to me that I no longer see it as being about other people. I see it as being about myself and about all of us that walk in different shoes. My silence about about me is collusion. I am colluding with the oppressor. It is unjust that I should be quiet, tuck in my labels to make everyone else feel comfortable, staff, students, parents alike. In remaining silent and not celebrating or sharing all of me as I am, I am complicit.
How can any of these things happen when we are silent?
I am not asking anyone to stand up and shout from the rooftops about their sexuality, disability, gender or heritage. But I am asking you to stand, metaphorically speaking. And speak about your truths without fear. And perhaps, when you feel brave enough because you have a room full of people willing to support you – to act, in the way that makes you feel that you are authentic.
So, if you see me again and my labels are sticking out. Maybe don’t tuck them in.
Closing keynote: Diverse Educators Conference, 6th January 2018
