Groupthink is a trap: businesses do far better when there is diversity of thought
Written by Neil Bradbrook
Neil Bradbrook is managing director of Falkirk-based Ahead Business Consulting and a Fellow of the Institute of Leadership & Management.
When it comes to running a business, nothing is more important than diversity of thought. No matter how good a leader you think you are, it is the team you assemble around you that will help you succeed.
My business partner and I come from different backgrounds and that helps when we are making business decisions. We come to similar conclusions, but get there in different ways, challenging each other as we go.
It is not nearly enough, though. We might have to make the decisions, but we do not have all the answers, which is why it is so important that we listen to the team around us. Only when we hear the suggestions they are making and the solutions they are coming up with can we make a truly informed choice.
As human beings we are all social animals who like to interact and do things together. That applies in the workplace just as much as anywhere else. If you can create a working environment where people enjoy what they do and feel empowered to air their views, everybody benefits from the power of the team.
Taking on board views that differ widely from your own can be a challenge but looking at a problem from every possible angle is the way to find the best solutions. That means surrounding yourself with people from as many different backgrounds as possible rather than hiring in your own image.
That takes a conscious effort – we have all heard of unconscious bias, right? – and so self-awareness is key. No matter what position you are in – even if you are in charge of a huge global enterprise, as Elon Musk is at Tesla – you cannot ever think it is all about you. The very best senior managers are the ones that realise they might not be doing everything right.
A good manager should always be prepared to change their mind when presented with views that differ from their own. That is why listening is so important. Listen to what your employees have to say, listen to your customers, take advice. You do not have to act on every single thing but listen – and listen well – before making that call.
Trying to force people into your own mould will never work; embracing them as they are and seeking out the value they can bring, will. That can be difficult. Some team members can struggle to engage in a way you understand. They are the ones you have to invest even greater effort into listening to, because only by accepting that everyone can be part of the team will you have a truly inclusive organisation.
If you do not make an effort to show you are genuinely inclusive there are some people you are going to turn off. You will be the loser in that situation because you will be missing the opportunity to find out what they could add.
Some managers find it hard to empower the individuals in their team. That is understandable: few people are given the training they need to take on a management position, with most being promoted simply because they excelled in the role they were already in.
Without being told otherwise, it is easy to fall into the trap of thinking that with power comes responsibility and with responsibility comes the need to make all decisions alone.
But if team members feel they understand your organisation’s vision and their role within it – and that they have the autonomy and opportunity to contribute and make a difference – you get so much more out of them.
That is to everyone’s benefit. If you are all pulling in the same direction, and everyone knows what the effort is being put in for, it will be so much more effective than if you just have one or two people doing it.
I have always been a firm believer that the power of the team is far greater than that of the individual; if you get the team right, collectively you will be so much stronger than each of you on your own.
Inclusion - A Parenting Perspective
Written by Helen Weston
Helen has two children with significant medical needs which has resulted in her becoming their part time nurse, teacher and advocate whilst simultaneously attempting to be a reasonable parent! Prior to this she worked in Early Years and family support.
Inclusion is a perpetual discussion amongst both teachers and parents alike. This is likely because it has a number of different interpretations which aren’t always agreed upon, it can also be both an ethos and an action. I want all children to feel safe and secure, welcome and considered whilst being educated. My son wants to be remembered that he exists.
As a parent of two children with chronic health needs, the navigation of an equitable education for them has been incredibly challenging. During the last 11 years my children have experienced the best and worst of inclusive practices in various schools.
Effective inclusive practice in my experience always comes from attitudes and ethos and never from expectations of statutory requirements. Funding has been entirely irrelevant, no amount of funding can influence cultural shift. Ethical leaders create that, not money. If a Head is unable to easily explain how their policies and planning sit within the Equality Act, for example, a rigid 100% attendance award policy, yet has an inclusion poster in their reception area, then as a parent, I know my child will never feel a sense of belonging or self worth in this school.
Schools that are child centred rather than data driven always value inclusion, they offer a genuine partnership with families and a proactive approach, again this starts with leadership and is embedded within the every day workings of the school. Teachers who are prepared to listen, reflect and act, can make a huge difference to a child’s perception of their illness or disability and reduce their feelings of difference. This enables them to be more readily able to learn.
One of my children has only ever been able to attend school on a part time basis due to his health. For 4 years he attended his school every morning, his school thought they were inclusive for facilitating a part time timetable, yet he was never offered a broad and balanced curriculum. He was only ever taught Maths and English despite regularly requesting to learn science or do PE with his peers, but their timetable was rigid.
We eventually moved him to a neighbouring school, the difference in attitudes was remarkable. He was listened to and the timetable was swapped around. For the first time in his school career he did PE, science, & enrichment. He was 9 years old. He also took part in his first ever Christmas concert because the practices were moved to the mornings so he could be involved . He had real friends for the first time, adults had role modelled to them that he was an equally valuable member of the school community. His friends looked out for him, helped him, cared for him because this was the ethos of the school and these values were their norm.
At his previous school he had had long periods of time off unwell, upon return to school, staff and children alike would rarely ask after his well-being. In contrast, in his new school his teacher set up a video call with him and his classmates so they could have a chat and check in with one another.
She would also provide him with allergy safe treats when giving a whole class reward. He had never experienced this before. Ultimately inclusion was everyone’s responsibility and not just the role of the ‘Inclusion Manager.’ My experience identified that by outsourcing inclusion to just one individual, others were removed from ever having any consideration for inclusion.
School trips can be a real eye opener as to how inclusive schools are. We have had numerous experiences of schools not bothering to plan for accessibility or do risk assessments therefore having to do them myself last minute ( and on one occasion discovering the activity was unsafe for our son’s medical condition.)
Yet there have also been examples of how early planning and communication can enable trips to be successful, not just practically, but also emotionally positive. My son attended a school residential as a day visitor. The timings of his visits were chosen in collaboration with him, myself, school as well as the activity centre, to ensure he was able to access all the activities offered at that time safely. He was still allocated a room and a bed, his tube feeds were fitted around activities, pacing was done subtly, a special harness was used. Almost three years later, he still talks about that trip with such joyful memories.
The ‘what can we do’ approach is the best way of creating meaningful change, including the child & parents in working through solutions in partnership with schools. My youngest is now in secondary and I note with interest, their use of their term, ‘flexible’, over inclusion. Right now, this is what works best for my son, flexibility, trust and regular communication. Inclusion is not the same for every child but the essence of belonging should feel the same for all.
Toothless Lionesses
Written by Bhamika Bhudia
English teacher and lead teacher in a mixed comprehensive secondary school in North-West London. She tweets as MissMika_Eng
Does the “aggressive” Woman of Colour trope lead to a generation of toothless lionesses?
Women of colour have to navigate the western world with careful footing. Sidelined and stereotyped within the media and underrepresented at leadership tables, conducting herself in offices, classrooms and meetings is a difficult, political affair. Managing standing up for herself, being heard, demanding a seat at the table all the while not being deemed too aggressive, requires strategizing but at what cost? Surely this lack of freedom to express herself honestly and fully has detrimental effects on her confidence, self worth and identity as a whole?
In my quest to make my workplace and environment a more celebratory and inclusive place, I have had to take a real look inwards at my role as a woman of colour (a term I am still uncomfortable with), and I have had a rude awakening!
I have always considered myself (and I think have been considered) to be a confident woman. I am able to stand up for what I believe in, I have carved myself a seat at the table and my voice is one that is heard. But as policies are put into practice and ideologies around celebrating culture and acknowledging diversity are being discussed at that very table, I have come to question how many waves I actually make, how often I quietly avoid a stir and how many self-sabotory behaviours I demonstrate.
Diversity-hire:
According to the School Workforce Consensus (2019) only, 6.2% of assistant heads and deputies are from ethnic minorities and while women comprise 67% of the country’s headteachers, a mere 3.9% of them identify as non-white. The statistics speak for themselves, yet despite knowing this, every job and promotion I have ever gotten has been followed by inner doubt questioning whether I was a diversity hire. The odds are clearly stacked against me, but this toxic imposter syndrome based solely on my demographic is obviously very damaging. And it can’t be just me – I didn’t invent this notion or phrasing, it has to come from somewhere. I am very doubtful that I am the only one who has felt this way yet my achievements are continually downplayed in my mind because I happen to fit this box that ironically enough, isn’t actually getting filled in the real world!
Say my name!
It is now widely acknowledged that continual mispronunciation of people’s names is a microaggression and is damaging. Spending my entire life as Bhamika Bhudia has been tricky. I have always expected people not to get my name right to begin with – it’s an unusual name – and I take absolutely no offense when people don’t get it right away. I have been quick to correct them, the first, second and third time but after that, I drop it. I have worked with people for years that have continued to call me by some other moniker. Until this last year, I have let these aggressions slide for fear of being rude, making things awkward or making other people feel bad. It is not ok, and should not have taken me 37 years of life to realise this. It is my duty as a role model for children to address this but for my entire life, I have placed the feelings or others ahead of my own; clearly I did not feel my name was worthy enough of causing a stir.
Bite your lip:
On the same note, causing that stir is a real predicament for those in my demographic in far more contentious circumstances than pronunciations. I have heard many a story of meetings, conflicts and general grievances of women who look like me, shut down because they were deemed too “aggressive”. Conducting myself in sensitive circumstances is a tight-rope I tread very carefully on. I always say, with a strong hint or irony and an even stronger note of bitterness, that my life would be so much easier if I was a cryer. If, when it came to conflict, I was the sensitive one who could alleviate circumstances and even shift responsibility by showing my emotions and expressing my hurt/offense in a more “feminine” way. Now I’m not saying all tears are manipulatory nor am I condoning toxic femininity but there have been times and continue to be so where I am unable to express my offense at derogatory comments or behaviours towards me, no matter how professionally or politely I handle them, for fear of becoming the aggressor. I have bitten my lip, publicly and privately because when it comes down to it, I am afraid that I will be blamed for upsetting the other person despite being the offended party. I always assumed it was a “me” thing, perhaps even a “female” thing, but once again, this reflection has led me to connect the dots. Women of colour being branded and dismissed as “aggressive” is a historical thing; it does not stop at me nor did it begin there.
This post has been very difficult to write. I have taken a look at myself and honestly I do not like what I see. I thought I was strong, I thought I was a good role model and discovering that I am far from that has been a difficult discovery indeed. But now I have seen that despite my “aggressive” nature, I am still doing myself and every woman of colour after me, a huge disservice by bowing down, and sitting quietly. My teeth may have been blunted up until now, but at the risk of ending with a huge cliche, I will make sure my lioness comes out in full force, not only for myself but also for those I model my behaviour for.
Attention Policymakers: We Need to Update the School Curriculum
Written by Naida Allen
Naida is a writer and blogger, fuelled by coffee and dark humour. She is a mental health advocate and regularly uses her own experiences to raise awareness about social issues. Her aim is to break stigma around taboo topics and enlighten the masses through the art of words. She loves dogs, and hates the patriarchy.
Given the significant impact of the Black Lives Matter movement on the criminal justice system, it’s only natural for this event to trickle into the education system. The British school curriculum is outdated at best. It will come as no shock to know that 85% of secondary school texts studied were written by White authors. The lack of diversity is damaging both socially and educationally. The year is 2021, and we are still waiting for change.
After the murder of George Floyd, the world woke up. We could no longer stay silent; the time to take action had arrived. Amongst many deep-rooted racist issues that still exist in British society, one that became impossible to ignore was the issue with the school curriculum. Secondary school pupils across the country (and the world for that matter) are not taught the truth about the UK’s shady history. The broad lack of diversity exists across all school subjects, from English and Drama to History and Science.
Even the American K-12 curriculum lacks punch. The Coalition of Educational Justice (CEJ) in New York recently published a shocking set of statistics that puts the school curriculum to shame. Their enquiry into the lack of diversity found that 4 out of 5 books studied in English were written by a White person. Similarly, a national UK study by Penguin Books found that less than 1% of GCSE students studied a book by a writer of colour.
It goes without mentioning that it is not just Black authors and people of colour who are marginalized. No; it is also women — and worse still — Black women who are frozen out. There is rarely a platform for LGBTQ+ authors, or awareness in their struggles, which adds to the exclusion and creation of ‘otherness’.
Yet it has to be a top-down approach for us to succeed in any social change. The current school curriculum contributes to perverse attempts to sugarcoat the past, allowing White people to hold the monopoly of power. Gestures that arguably verge on tokenistic, like “Black History Month” are the bare minimum. They are designed to keep the peace, but are ultimately just performative in nature. As Jean Alexander states, “it is a game play for the survival of a democratic society”.
My message today is to the policymakers: we need to update the school curriculum. If history, implicit and institutional racism, or celebrating Black achievements are not prioritised in schools, we can assume change still sits on the backburner. Young people will only learn when we own up to our mistakes. For there to be any hope in a harmonious society, we need to right our wrongs as best we can. The optimum approach is an authentic one.
So, teach students about Britain’s role in colonialism. Explain why the prison population is overrepresented by Black people and ethnic minorities. Study fiction and non-fiction texts across all subjects written by non-white authors. Take English as an example; whilst Shakespeare is undoubtedly important for the development of language, Zora Neale Hurston’s Their Eyes Were Watching God remains underrepresented. Consider adding Zadie Smith and Reni-Eddo Lodge to the English syllabus. This will by no means erase centuries of oppression; it will, however, inspire development.
The fact of the matter is, these texts are not hard to come by. There is a long list of potential contenders written by Black women, from textbooks and fictional narratives to plays; and they are all critically-acclaimed. Why, then, are we not capitalising on this opportunity? There is no better way to teach students about human rights and social justice than directly from the horse’s mouth.
An example of where this sincerity has worked is in Germany; their school curriculum shows significantly more willingness to revisit and admit to past mistakes. Teachers will openly discuss the German role in the Holocaust and WW2; many students will at some point visit a concentration camp. At no point do they attempt to disguise their atrocities. In doing so, they are now more respected by other nations. This is how to rewrite the future.
The irony is, British schools are the first to slander Nazi Germany for their war crimes, particularly when it comes to the Holocaust. Where is this zealous attitude when documenting our own actions on the History syllabus, for example, as colonialists? Instead, students learn about what makes Britain so Great. We share how we were the first to abolish slavery, but not that explorer, John Hawkins, was the first to start the slave trade in 1562.
Reform starts in school. We cannot expect the youth of today to differ from our predecessors if we do not light the torch. For students to thrive, they need to be represented in all their diversity. It is simply not good enough for only 0.1% of pupils to study a text by a Black female author. When you do not see yourself represented, your dreams and options are extremely limited. This is what inevitably leads to apathy and missed opportunities in the community.
We need to mention the achievements and discoveries of both people of colour and Black people – scientists, mathematicians, poets, historians. For example: Madam C.J. Walker who created the first African-American hair care products; Elijah McCoy who invented the ironing board; Tu Youyou who discovered artemisinin, the treatment for malaria.
At the very least, we need to incorporate texts written by minority authors to study in the classroom. It’s important to keep current and move with the times, rather than promote a false representation of the “good old days”.
Let’s inspire all students — regardless of their gender, race, or sexuality — to know their worth. Britain as a whole needs to understand their history and address their ignorance. The only way to do any of this is through policy change; otherwise we remain stuck in bad habits. It is time to update the school curriculum.
This is not a plea. It is an order.
Unlocking Identity for the 21st Century - Building Identity Literacy with Children
Written by Chikara Shimasaki and Bruce White
Chikara Shimasaki: Project Development Officer at OICD. Former primary school teacher, vagabond permaculturalist, part-time pizza oven master.
Bruce White: Anthropologist. A consultant to international NGOs. A Founding Director of the OICD. Former Dean at Doshisha University Kyoto, and an honorary research fellow at University College London's Department of Anthropology.
Mass displacement and migration due to climate change, resource wars and sea-level rise are now near certainty, meaning that many communities will likely experience a greater influx of ethnic, religious, linguistic and cultural diversity.
Political polarization, racial, ethnic and religious disharmony and conflict already characterise the nature of community life for increasing numbers of people around the world. The potential for the problems in the global economy to exacerbate the large-scale migration we have seen over the last decade seems higher than ever.
How, then, can we prepare our communities and our children for an increasingly complex future? Can we resist and counteract division as fear is used to turn ordinary men and women against those that are seen as different? Can we equip children with the ability to resist propaganda disseminated through social media and the pressures of their peers, parents and manipulative influencers?
Can we give them the resilience needed to fulfil their potential and maximise their development? What can we do now to better prepare the next generation to cooperate and thrive in the rapidly changing world that is unfolding?
The Potential Power of Identity
One path forward is harnessing the latest understanding of how identities work – as a psychological and social system that helps to fulfil universal human needs and solve everyday problems. With increased identity literacy we can empower ourselves to self-actualise, build resilience and find freedom from self-concepts which lead to division.
Nobel Prize Laureate Amartya Sen, states that the richness of identity comes from the fact that “…the same person can be, without any contradiction, a Norwegian citizen, of Asian origin, with Bangladeshi ancestry, a Muslim, a socialist, a woman, a vegetarian, a jazz musician, a doctor, a poet, a feminist, a heterosexual, a believer in gay and lesbian rights”. This plurality means that identities can and should be entities that empower and liberate us to fulfil our potential and stimulate us to grow.
However, when this ‘state of plurality, of multiplicity and choice’ is diminished and restricted, we are only able to see ourselves in singular ways such as members of only one ethnic, religious or political group, diminishing the ability to meet our core human needs through many different expressions of identity.
For example, during terrorist or gang recruitment or in preparation for genocide, an individual’s identity options are gradually stripped away. The subject’s sense of who they are, where they come from, and who their enemy is is rewritten. A “depluralised” identity can convince people that they are divided from one another, severing their ability to feel an affinity with manufactured enemies and potentially turning these targets of manipulation into weapons capable of orchestrating terrible acts of violence.
With the ever-expanding reach of the internet and social media, these manipulations of identities are now easier and more scalable than ever before in human history. When compounded with the disruptive climatic and demographic trends we face, these technological vulnerabilities represent an existential threat to humanity as we know it.
Identity Literacy in Education
But there is hope. Schools and educators are in a powerful position to recognise and help solve this urgent problem. By identifying the risk of ‘identity depluralisation’ in each child as well as in the community in which the school serves, we can intervene effectively in the early stages. And we can do more than just safeguard and protect. All those involved with children can learn to empower them with the understanding and mastery of how their own identities function, in turn helping them to recognise and maintain flexible and diverse identities.
Helping children to build “Identity literacy” will allow children to better understand the deeper roots of their own and others’ behaviours, build empathy, and hone their skills to effectively resolve issues at their root. As a consequence, mastering identity not only allows more effective learning experiences to take place within and beyond the classroom, but also increases the resilience and actualisation of the child and, eventually, the wider community.
We believe that identity literacy must be integrated into our education as it is the foundation of our lived experience and a critical component in how we prepare for and thrive within the increasingly complex and diverse world of the 21st Century.
The Organisation for Identity and Cultural Development (OICD) has developed a program to help educators and schools incorporate identity literacy into their classrooms, policies and communities. The organisation offers schools the ability to conduct an ‘identity audit’, as well as train staff with a CPD course ‘Helping Children to be Identity Literate’.
For more information on the OICD’s work on Identity Literacy in Education and how it might be useful to your institution, contact Chikara Shimasaki at cshimasaki@oicd.net
Aspiring Heads Leadership Summit Conference 2021
Written by Javay Welter
NPQ, MSc, Outstanding MFL teacher, public speaker, mentor and linguist.
On the 16th of October, I witnessed greatness. The Aspiring Heads Leadership Summit was phenomenal. Nadine and Ethan Bernard hosted a truly remarkable conference. Above all, this was the first leadership conference I had witnessed led by a current existing Black Headteacher, Nadine Bernard. Well done Nadine for your initiative, creating this platform and elevating future leaders. This was a pioneering conference, very timely and extremely forward-thinking.
The wide array of speakers in different fields provided a variety of perspectives and insights. Topics ranged from mentoring, strategic leadership to financial literacy. The speakers were all leaders and thought leaders in their respective fields. They shared their journey, resilience and barriers they had to overcome. The optional workshops were uplifting, insightful and edifying. I left feeling empowered, inspired and acquired so much wisdom.
The first keynote speaker Bose Onaboye, who is a business strategist and leader, spoke about finding your leadership style and being highly reflective. Leadership development is a process. She encapsulated that leadership is a journey and not a destination. Leaders are readers. Therefore, one must strive to keep developing oneself and undertake CPDs. I fully agree that leading is a journey, not just a title. We must strive for excellence.
Another charismatic speaker Karl Pupé, an educator and author, highlighted that we must step out of our comfort zone to grow. Leadership is not easy and we must embrace change to grow. We must embrace more black leaders in all walks of life and value their unique and valuable skill sets and contributions. He mentioned that his various previous jobs have helped to strengthen his behaviour management, for example, negotiation, conflict resolution and dealing with challenging behaviour. His book Action Hero Teacher: Classroom Management Made Simple is an exemplary book on behaviour management. A must-read for new teachers.
Diana Osagie, a former black Headteacher and CEO of Courageous Leadership focused on being a human first and a leader second. Well-being is key to longevity. If you do not have health, you cannot lead. Sayce Holmes Lewis, Founder and CEO of Mentivity advocated that we need more servant leaders rather than being ego-centric ones to promote positive change. We need to lead from the back like Nelson Mandela. Sayce passionately highlighted that positive black male role models are crucial and that Devon Hanson, a former black Headteacher acted as an inspiration. Lavinya Stennett, founder and CEO of the Black Curriculum pointed out that Black History should be incorporated in the national curriculum and that representation is vital to success.
The second keynote speaker, Dr Leroy Logan MBE who is a former Metropolitan Police superintendent. He was also the chair of the National Black Police Association and discussed fear. He eloquently commented that his father feared his career choice. His father suffered police brutality. However, he had seen black role models and police officers in Jamaica which inspired him and it was his calling. Leroy emphasised that he entered the police profession to make a positive contribution and to help change the Met. His book ‘Closing Ranks’ shares his incredible journey from humble beginnings to becoming one the first black police superintendent in the UK. Leroy faced many adversities, barriers and did not give up. Importantly, he had a dream just like Dr Martin Luther King Jr.
In conclusion, representation matters. Young pupils deserve a diverse education, inspiration and representation. Fundamentally, it is pivotal that they see leaders from diverse backgrounds to prepare them for the world of work. I believe that it would be beneficial to have more black and global majority leaders like Nadine Bernard leading conferences to elevate future generations and make a difference. Nadine has started a legacy. The next step is a follow-up conference.
Hear Our Voice
Written by Audrey Pantelis
Audrey Pantelis is an associate coach, consultant and trainer. She is a former Headteacher of a Special Educational Needs and Disabilities school and a current Diversity, Equity and Inclusion consultant and leadership coach.
We have lived and are living through tumultuous times. We have had to strengthen our resilience like never before. The world has changed, and we are having to change or potentially get left behind. As the world becomes more aware of the inequity of black and minority ethnic people and the lack of racial justice in many aspects of everyday life – we hear a lot about ensuring that we ‘have a seat at the table’. This is indeed progress – after generations of ‘peering in’ as the decisions that impacted black and minority ethnic people were made to them rather than with them or for them. However, I am reflecting on this concept and wondering whether our voices are actually being heard?
Getting to the table and ensuring that the seat is not only offered but taken has been both long and difficult and it continues to be, despite all the high-profile progress made during the past eighteen or so months. We also know that this struggle has been long fought for. It’s hard to know whether we should be pleased or whether we should feel justified – a bit of both maybe? Either way, one thing that I am sure of is that once you arrive at a longed-for destination, you should be able to look around and discuss what you can see without fear, hesitation or retribution. Is this the case as these improvements take place?
Once we have spoken – are our views really considered when decisions need to be made? It is hard to know. Relinquishing power and agency to those that you have once feared, hated or simply ignored is not easy – so it may be more palatable to be performative – being seen to be making changes ‘ticks the boxes’…. doesn’t it?
So how can we ensure that we are heard? That our voices matter and that they are kept in the mix when those key decisions need to be made? We need to remain mindful that shouting is not the only way that we are heard. The structures that have caused inequality will not magically ‘disappear’ and if there is a perceived threat to the status quo it is possible that the structures will be strengthened to ensure silence from those that want to speak.
“Although we all have the right to communicate, historic patterns of privilege, injustice and marginalization mean that we have inequitable access to the tools and resources necessary to fully exercise this right. Bottom line: no change in a communications strategy is complete without investments in communications and organizing infrastructure that address these inequities.”
~ Makani Themba, Higher Ground Change Strategies
In June 2020, we were saying ‘I can’t breathe’.
Are we saying in October 2021, ‘I can’t speak’?
Refugee Cafe’s first training programme
Written by Rose Bewick
Rose is the training coordinator at Refugee Cafe. She has previously worked for the British Red Cross on the Syrian Resettlement Program, and is soon to complete a masters in Refugee Protection and Forced Migration from the University of London.
Our mission at Refugee Cafe is to use the power of food to support local refugees and migrants into employment. So, we are extremely excited to be launching our very first training program, aimed at empowering refugees and migrants with a background in hospitality to find work in this industry.
Refugees and vulnerable migrants are disproportionately represented in the UK’s unemployment figures. They often face multiple barriers to accessing work, including limited English language skills and a lack of UK work experience. At a time when food businesses are crying out for staff, this is the perfect moment to start bridging some of the gaps which keep refugees and migrants excluded from mainstream employment in this sector. By equipping them with the skills and knowledge they need to find work in the UK’s culinary industry, this course aims to help refugees and vulnerable migrants get back on their feet, regain their independence and work towards building a future for themselves and their families in the UK, by accessing mainstream employment.
Through a combination of theoretical classes and practical placements, this course will address some of the most significant barriers that refugees and migrants face when it comes to finding work in the food and hospitality industry. Classes will cover basic food hygiene and Covid measures, training in understanding budgeting and stock management, teamwork and communication skills, and more. The course will incorporate peer support coaching and communications workshops, and trainees will have the opportunity to learn from and connect with other refugees who have already found work in this industry. Trainees will also be supported to write CVs and apply for jobs, as well as learning what it takes to run a food business in the UK. The course is an opportunity for refugees to gain foundational knowledge of the UK food industry, UK work experience, Level 2 Food Safety and Hygiene qualification and professional references. They will also receive one to one help to work towards their long-term employment goals.
With a background in hospitality management, a love of great food, and a big belief in the power of the hospitality sector as a force for empowerment and community cohesion, I am so excited to work with refugees and migrants who care about hospitality and have a passion for food.
This is an eight-week, part time course, based in Lewisham. Classes will run on Monday and Tuesday mornings, with four 3-hour placements over the duration of the course. Our first course will run in November (exact dates to be confirmed), but we accept rolling applications.
If you, or anyone you know, is interested in becoming a trainee, please do get in touch to apply or ask questions. You can contact me (Rose) at rose@refugeecafe.org.uk or 07306413599
Audit Your Curriculum for Gender and LGBTQ+ Inclusivity
Written by Katherine Fowler
Katherine Fowler is a specialist content editor at The Key, a provider of up-to-the-minute sector intelligence and resources that empower education leaders with the knowledge to act.
Committing to improving diversity across your school’s curriculum is a big task, but it’s also a really important one. You’ll know that lasting change isn’t created by talking about gender and sexuality in a few PSHE or RSE lessons, but by really taking time to embed inclusivity throughout your curriculum. So how can you do this?
- Ask questions of your current curriculum. In particular, look for weaknesses or gaps in each subject and consider how you can fill these with inclusive materials (such as books written by female authors, or LGBTQ+ STEM role models). Specialist audit tools are available to help you spot these gaps and make changes, such as The Key’s LGBTQ+ and gender curriculum audit tool.
- Always take a moment to think about intersectionality. While you’re focusing on your representation of women and LGBTQ+ in your curriculum, it can be easy to slip into defaulting to, for example, white, able-bodied examples. Try to balance your examples to include women and LGBTQ+ people of colour, and of different abilities and body types.
- Encourage staff to educate themselves. If your staff don’t understand the importance of doing this sort of curriculum review, you’re not going to achieve lasting change. Ideally, you’d want to spend time with all your staff, but, if time and resources are tight, at least make sure the staff who are going to take the lead on the audit are aware of current issues surrounding gender and sexuality. There’s a host of reading material, podcasts, documentaries and TV shows that cover these topics – signpost some to your staff, and make sure they are given an opportunity to discuss their thoughts and feelings (for example, in a dedicated staff meeting).
- Create a cross-curricular working group to take the lead. As already mentioned, committing to this curriculum review is a large task, and shouldn’t be put on the shoulders of one or two people. Get a group of staff together to work on this instead. As a minimum, you’d want to involve:
- The subject leader/co-ordinator for each subject
- PSHE/RSE leads, who will be most familiar with the content of this audit
- Any other members of staff who show interest in the work (these don’t have to be teachers – passion is what’s key!)
Even though different members of the group will be focused on different parts of your curriculum, the kinds of questions in an audit and their overall aims should be aligned, so encourage them to work together and support each other.
Useful documents to review include:
- Curriculum maps
- Short and long-term plans
- Individual lesson plans and resources
The working group should also take into account cross-curricular events/days, trips and assemblies.
Get the working group to meet regularly and review progress. This also lets the group share ideas and resources. Aim for a meeting at least once a term, but half-termly would be ideal.
- Involve the wider community. Consider running an INSET or CPD session for all staff to kick-off the curriculum review, to encourage interest and participation. All staff should feel able to feed in suggestions or ideas of what needs to improve via their subject leader.
Parents and pupils should also know that you’re carrying out this audit and be able to share their thoughts and ideas.
Your governors should know you’re doing this, too, especially any curriculum link governors. Give them the opportunity to get involved in the working group if they’re keen!
- Be prepared for this to take time. A full review could take up to a year, and will never truly be ‘finished’ – your working group should continue to meet, review and look for more ways to adapt and refine the curriculum. Encourage this by making sure the group has protected time, such as INSET days and staff meetings, to dedicate to the work. Consider adding the audit to your school improvement plan, so the work gets tracked and resources can be considered at the start.
- Go beyond your curriculum, too. If you want a truly inclusive environment, you’ll need to think about the ethos and culture that surrounds your curriculum. Consider whether you can improve inclusivity in the following areas:
- Staff hiring and training
- The school environment (e.g. displays, shared spaces such as the library)
- Policies (e.g. anti-bullying policy, behaviour policy and child protection policy)
- Meeting your requirements under the Public Sector Equality Duty (PSED)
- The language used across your school (Stonewall’s primary curriculum contains useful glossaries for pupils and staff)
- Your school’s involvement and engagement with your wider community
How can we raise anti-racist leaders?
Written by Ayo Awotona
Ayo Awotona specializes in confidence building for girls in education. She does this through programs, workshops, and keynote speeches.
When it comes to speaking about race, white privilege, and colorism; things can often get a tad bit uncomfortable or even awkward, to say the least.
This is understandable. More often than not, these are difficult conversations for most people, and difficult conversations are often characterized by emotions such as fear, anger, frustration, conflict, and other strong dividing — not unifying — emotions. These emotions are often suppressed and can be released rather strongly.
Why is this?
It’s because emotions can run high on both sides, and there is room for the conversation to become quite heated on either or both sides.
This is just one perspective as to why uncomfortable conversations are hard.
So I hope that takes some pressure off of you depending on your curiosity as you first read the title to this blog post 🙂
So let’s dive into this simple (yet, rather complex) question.
How can we raise anti-racist leaders? That is, how can we empower our young people in the world today to make a change by first recognizing racism and challenging it in this seemingly never-ending cycle of systemic oppression?
Before I continue, I must add here that this question is not thrown out to one particular race. This is a question that’s being thrown to each and every one of us reading this (yes! Even me as a Black-British Nigerian woman), because the reality is… change starts with every single one of us. All races and denominations. Change looks different on each and every one of us – rather than a one-size-fits-all approach.
To kick us off with answering this question, it’s important for us to acknowledge/be reminded that children are not colorblind. Children are very much aware of racial differences.
Permit me to simplify how young children learn about race to:
- what they see (both directly and indirectly),
- what they hear, and;
- what they are taught (both at home and in school).
This is really encouraging because it means we (as educators and leaders) play a big role in positively influencing the trajectory of their lives.
Now let’s talk about developing an anti-racism strategy for our young people.
There are different ways to make a change so I’ll give 3 examples of practical things that can be done to help raise anti-racist leaders.
Behavioural Change
As leaders, we ought to know and lead ourselves before we lead others. This means we essentially can’t give what we don’t have. Here are some tips for being intentional about our own growth:
- Listen to other perspectives and de-center yourself
- Boost the voices of the marginalized
- Educate yourself
- Acknowledge your own privilege and propensity for unconscious bias
- Challenge discrimination, even when you feel scared
- Keep the conversation going
Raising Awareness
Sometimes, one of the most powerful things we can offer young people is awareness. This is where we’re focusing their attention on a cause or issue in the world (in this case, related to race). The objective is to increase their understanding – but of course, we must be in a position where we are practicing this ourselves.
Action Planning
A great way to empower young people to take charge of their own learning is through projects – whether this is through achieving tangible or intangible objectives. Action planning activities are designed to support students to build the necessary skills for work and life, as active local and global citizens.
So what could this look like?
Running a workshop where students come up with a project idea to take action on!
During the workshop and overall project duration, it’s important that we support students with their ideas, but steer them in the direction of what is realistic. It is important not to stamp out their creativity, but equally important to ensure students have a clear understanding of how their action plan can be S.M.A.R.T. (Specific. Measurable. Attainable. Relevant. Time-bound)
Some suggested questions to guide your students are:
- What issues do you see happening in your local community that make you upset/angry/you would like to change?
- What issues do you know of happening in your global community? Have you read or seen anything in the news recently?
- If you could change one thing in your local/global community, what would it be?
I strongly believe that for us to move in the right direction of raising anti-racist leaders, change starts with both you and me.
My name is Ayo, Ayo Awotona.
Let’s keep the conversation ALIVE!