Allyship

The Power of Networking

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Written by Belonging Effect

Belonging Effect is committed to shaping intention into impact and supporting people with their Diversity, Equity, Inclusion, & Belonging strategy and training needs.

#DiverseEd Table Photo

This Friday night we joined the team at Chiltern Learning Trust for their annual Racial Equity Network Dinner (#REND). We had been unable to make it the last two years running despite really wanting to attend and support it, but this year we were able to make it happen.

We sponsored a Diverse Educators’ table and invited some of our collaborative partners from the race section of our DEI DIrectory to join us on our table. It was brilliant to finally all be together in person! It is not very often we are in the same room, at the same time – the energy was palpable and we were very much the ‘naughty table’ as we needed to take advantage and connect whilst we could.  

Thanks for joining the team from #DiverseEd:

Getting to Luton for 6pm on a Friday night, at the end of a long year and a hard term, was not for the faint-hearted. Our table travelled from Manchester, Nottingham, Birmingham, Watford, London, Kent, the New Forest and Bath to attend the event. The journey to the event is very much a metaphor for the direction of travel of the work – it is non-linear, frustratingly slow and there are lots of obstacles to navigate including poor conditions and route closures. 

We were delighted to be in the room where it was happening, along with 480 other attendees, who all care about and are committed to affecting change when it comes to racial equity in the education system. We had a lot of other connections and collaborative partners at the event including:

In the more formal part of the event before the eating and networking started, there were a series of short presentations from a range of speakers:

  • Sufian Sadiq – shared a heartfelt reflection on the fatigue and frustration of how slow the rate of change in this work is for him, his peers and his family. His call to action was for solidarity.  
  • Professor Paul Miller – shared the systemic data to highlight the structural and societal barriers for people of colour in our sector. His call to action was for allies to leverage their power.
  • Sarah Owen MP – shared a personal narrative of being a biracial pupil and how this work could have helped her journey as a pupil but also now as a politician. Her call to action was to create greater belonging.
  • Dr Patrice Evans – shared a quote from Obama and reflected on her journey being the only black woman in many spaces. Her call to action was to collect the stones and to use them to build empires. 
  • Hannah Wilson – shared her awareness of being a white person speaking to a room of global majority and then used the space to amplify the organisations in the room doing brilliant work in this space. Her call to action was to join the coalition. 
  • Assistant Professor Derron Wallace – shared a comparative lens to the data and the activity in the US compared to the UK and questioned what our collective strategy for racial equity is. His call to action was that everyone needs to own the role they have to play.  

In the less formal part of the evening it was great to see, chat to and smile across the room at Alison from CCT, Mary from Myatt and Co, Tom from Ambition School Leadership, Phillippa and Sajid from PACT, David and Ena from Venturers Trust, James and Sharon from Inclusive MAT, Antonia and Bhamini from Pioneer Educational Trust, Adam from OTSA, Thahmina and Omar from CST, amongst others.

#REND is a brilliant example for the power of networking. The event was a magnet for people seeking a shared vision, a unified purpose, a collective agency. Together we are stronger, and we can go further.

Do check out the social media posts via the event hashtag #REND and put the draft date for the 2024 #REND event in your diaries: Friday 12th July. We will have a table there again and will invite new partners from our DEI Directory to join us. It would be great to see you there and they are increasing capacity to 600 for next year’s event.    

DEI Directory Flyer

by Hannah Wilson

My Allyship Journey - Part 2

Ben Hobbis portrait

Written by Ben Hobbis

Teacher, Middle Leader and DSL. Founder of EdConnect and StepUpEd Networks.

ally (noun): a person or organisation that actively supports the rights of a minority or marginalised group without being a member of it.

allyship (noun): active support for the rights of a minority or marginalised group without being a member of it.

I’ve been an ally for all my adult life. However, it was only a few years ago I recognised this. Initially I realised I was an ally for women, or a #HeForShe.

The reason for recognising I was an ally for women (or sex equality/equity), was my previous experience. Working as a retail and Human Resources professional, I had been an ally for women. I’d worked with women who had been through pregnancies and were returning to work, women who had gone through a miscarriage, women who were working flexibly. I also worked within female heavy environments often with men who did not understand, empathise or appreciate what was happening around them. Hearing sexist comments and people laughing/ not challenging. I realised I didn’t like it. I realised it was wrong. 

Upon joining education, I thought on entering a female heavy profession, surely there’s no gender inequalities here. Oh how wrong I was. I followed #WomenEd, I’d first known about them because one of the co-founders, Keziah Featherstone was one of my teachers. I then read more and more, I read blogs, I bought and read their blog, I attended virtual events and I even spoke at an event as a #HeForShe. 

I then followed many of the other grassroots networks: BAMEed, LGBTed, DisabilityEd, Mindful Equity, Diverse Educators and many more. I continued to read, to educate myself, to try and understand the problem, whilst I knew I wasn’t living it myself. After reading, hearing people talk at online events, hearing their stories, often including stories of mistreatment, discrimination and inequity. 

I then realised I was not just an ally for gender, but all protected characteristics, I was an inclusive ally. 

I’ve learnt more and more about myself and my allyship journey, learning how I can become a better ally. This will be a lifelong journey for me. 

Julie Kratz @NextPivotPoint refers to the term ally as an umbrella term. They state there are five key roles to being an ally: the mentor, the sponsor, the advocate, the coach, the challenger. I know I’m an advocate, but am I the mentor, sponsor, coach and challenger? I’m probably not as strong there, so that’s my challenge now, to continue to reflect on and develop my role as an ally in society. Therefore, I’m sharing my allyship goals: 

  • Challenge the usage of language.
  • Coach and Mentor others to become allies.
  • Advocate for equity by amplifying DEI through social media, my networks, and my day job.
  • Sponsor and nurture diverse talent inside and outside of work. 

To achieve this, I know I need to engage more with fellow allies and the networks I engage with, as well as those I am an ally to. Therefore, another goal is to attend an in-person event (or more than one) for a network I am an ally to. This will enable me to further develop and amplify as an ally.

As the world continues to evolve, so does my allyship.

by Hannah Wilson

Being Comfortable Being Uncomfortable

Bethan Hughes portrait

Written by Bethan Hughes

Bethan Hughes is a Second in English in a West Midlands secondary school and joint contributor to the LGBTQ+ toolkit on Diverse Educators.

I am a 33-year-old lesbian who has, probably only recently, become really quite comfortable in my own skin.  The irony being that this is, probably only because of a lifetime of enduring being uncomfortable.  When you exist outside the norms of society and outside of the dominant discourse, there is an odd sense of not quite ever being ‘inside’ where it is comfortable and instead watching from the other side of the metaphorical windowpane.

What does it actually mean to be comfortable? Comfortable is synonymous with safety, being content with where you are and what’s happening and maintaining the status quo. Comfortable keeps things the same.  Being comfortable allows the same practices to continue.  Which unless you are a white, heterosexual male might not be beneficial to you and contribute, whether directly or indirectly, to more challenges for others.

Yet to shatter, or at least wobble, the status quo involves putting yourself into a more uncomfortable position.  It means speaking up in a meeting if you don’t agree with something or holding someone to account if their views or actions don’t align with what you believe to be morally right.  It means having difficult conversations which might not go the way that you want them to go.  It’s taking a deep breath, closing your eyes and being prepared to be the first domino to fall.  And that’s tough.  Especially when you could choose to take the easier route by keeping your mouth shut and trundling on with your daily business. And so, the cycle continues. 

Why should I want to be uncomfortable, I hear you say?  If we (truly) want to live in a just society then we all need to play our part.  But we can’t do this if we are only focusing on the struggles that we personally face; as Martin Luther King said, “no one is free until we are all free.”  If we can begin to take steps towards change by only being a tad uncomfortable, surely this is something that we can all commit to?

What might this look like in my educational setting?

  • Always start from a place of mutual respect. If you are heading into difficult conversation territory, then this is always a solid start.
  • When a student makes a comment or asks a ‘difficult’ question – explore it.  Instead of ignoring a ‘that’s so gay,’ comment, address it and explain why the phrase is derogatory. Sometimes a conversation can begin to change someone’s attitudes or at least begin to challenge their ingrained value system. 
  • If you notice someone being spoken over in a meeting or their ideas not being heard; use your privilege to support that person or to credit their ideas.  Consider when you are the most, or one of the most, powerful people in the room and how you can use this to amplify the voices of others.  Or, if you don’t hold that power, can you join forces with someone else and support each other?
  • Speak to share and not change minds.  Use your voice to share your experience or your own feelings whilst being mindful that a conversation often won’t be enough to completely change someone’s mind.  Share first and understand that changing minds can be a longer process.  
  • Speak from your personal experience and not on behalf of others.  Also be open to credible sources when discussing information that is not personal to you.
  • If you notice something that needs addressing, bring it up to those who have the power to change it.  Perhaps the display in the science corridor only celebrates the achievements of men.  Perhaps there is a lack of diversity in your English curriculum.  Perhaps there is limited policy or support for your LGBTQ+ students.  Be brave enough to have that conversation and to do something about it.  
  • Be patient with yourself and others. Change takes time but begins once we start to go into those uncomfortable spaces.

It’s easy to do nothing but if you have the privilege to do so; be 10% braver and have that conversation so that some of us who are perpetually uncomfortable, can be a little more comfortable. 

 

by Hannah Wilson

Acceptance: Still so much work to be done.

Kelly Richens portrait

Written by Kelly Richens

Programme Director, BASCITT. BASCITT is proud to celebrate diversity and promote equality and inclusivity (see here)

Applying to train to teach is a daunting enough task; the whole construction of your personal statement and how it defines you, all of your work experience, your qualifications and who will be your referees. All wrapped up in the deep emotions of taking this huge step towards becoming a life-changer for young people.

If this wasn’t searching enough in terms of self-exploration and presenting yourself, there is a section that says ‘Criminal Record and Professional Misconduct’ in which an applicant can make any relevant declaration. 

I had an email confirming an application in which there had been such a declaration. Imagine my horror when I opened the webpage to view the application and read: ‘I am unsure whether this is a safeguarding issue, however I feel it necessary to raise and protect myself and others from misunderstanding. I am transgender.’

A flood of emotions ensued: rage that this applicant had felt being transgender could be a safeguarding issue; sadness that whilst she wanted to share this information, she had chosen to include in in a section labelled ‘criminal record’; fear that there are groups of people without the psychological safety to just be who they are without recourse of judgement; and the smallest amount of pride that she had actually been brave to share at all. 

So rather than my first conversation with this applicant about her potential qualities as a teacher, I had to have a difficult conversation of reassuring and coaching her that she was in safe hands with us. What a shame that we could not talk instantly about her joy of her subject, or why she was applying to us. Her being transgender was a huge distraction from this and that is wrong.  

Whilst I reflect on this, and have since interviewed and offered a training place to this lovely individual, based on her merit, I am still left without an answer of how do we stop this happening again? Keep promoting inclusivity?  Keep the courageous conversations going? Keep educating and keep that positive momentum going on how we can continue to aim for a world in which an individual does not fear themselves being viewed through a judgmental lens? Instead a place where everyone can be celebrated for who they are and what they have to offer our pupils. 

by Hannah Wilson

Embracing Equity

Ben Hobbis portrait

Written by Ben Hobbis

Teacher, Middle Leader and DSL. Founder of EdConnect and StepUpEd Networks.

Equity (noun) – the quality of being fair and impartial.

This year’s theme for International Women’s Day is embracing equity. I have to admit over five years ago, if you asked me what this word meant, I could not have told you. I was uneducated and naïve in this area. I had to educate myself.

Five years ago, I would have said I was a champion for equality. I had done this in my previous roles in retail, particularly when it came to recruiting. In my last store, I had a very diverse team across the nine protected characteristics across the Equality Act. And this recruitment was not tokenistic, we had a fantastic team who were brilliant at what they did, and their diversity all brought something to the table. What I did not realise at that time was that I actually was a champion for equity, without knowing it. I was also an ally, but I did not recognise this either.

I believe I am a real champion for equity. This comes down to my allyship. As a white, able bodied, straight male, I have a duty to champion, advocate and push for equity. I see this in my day job as a teacher. As the champion for those 30 children who I serve, I must be the one to challenge decision making that directly impacts my children, decisions that affect them both negatively and positively. As a leader in a school, I must champion equity of opportunity. For example, as Personal Development Leader, one of the first things I enacted was to remove the Head Boy and Head Girl positions, they were limiting because of sex. We now have a mixture of students involved with our student leadership and pupil voice systems. And I am pleased to say in a boy heavy school, we have a large group of girls leading from the front and I am so proud to watch and champion them. As the leader of a grassroots network, I am constantly challenging colleagues in terms of the diversity of event line ups and who our intended audience is.

I recognise, I have not had it as hard as my female counterparts (but also my counterparts who are BAME, LGBTQ+ and so on). Therefore, I must embrace equity in my life and my work. We should all be striving to create an equitable society and not allow equity to be ignored. Embrace equity!

by Hannah Wilson

The Time is Now

Matthew Savage portrait

Written by Matthew Savage

A global education leader, Matthew supports schools worldwide with radical, fresh ways of knowing, helping everyone to be seen, heard, known and belong. A disabled wheelchair user, and parent to two, neuroqueer, adult children, he, his wife and their dingowolf live on the Isle of Skye.

I write this as a father, and as an educator. I am angry, and I am scared.

Occasionally, partly as an experiment, I will share simultaneously on Facebook a) an innocuous post with a smiling photo of me; and b) a ‘call to action’ in support of my two trans children in an alarmingly transphobic world. The former consistently attracts lots of engagement, and the latter virtually none. My inference, corroborated by conversations I have had, is that a majority of people do not want even to enter what they see as a polarised and toxic debate.

This seems to me to be a victory for transphobia, and the ‘gender-critical’ right wing: that it is now widely accepted that we need to debate this at all, when any debate over the human rights of any other protected characteristic would be widely deemed abhorrent. Therefore, whilst some would argue that now is the time for calm debate, and for pause and reflection, this post is none of these. For I would argue that there is also a time for advocacy and allyship, and for activism and action. And the time is now.

I was young enough to experience the acidic effect of Section 28 as a teenager. Growing up in the 1980s, I was oblivious of the identities and expressions of the LGBTQ+ community: in part, this was due to a cowardly and shameful lack of representation in the media, sport and public life, and, in part, to the ignorance and fear of the blinkered society which tried to bring me up; but it was also due to the inability and incapacity of educators even to talk about those lives, even as so many of those same lives were being decimated by a new, deadly virus.

This violent clause was repealed in Scotland in 2000 (it seems the nation I now call home was ever ahead of its southern neighbours), as one of the earliest pieces of legislation enacted by the nascent Scottish parliament and, eventually, by Westminster in 2003. Peace had defeated violence, and love had vanquished hate. However, violence and hate, it seems, had not been beaten, but had merely lurked, waiting for their renaissance; and a new Section 28 lies on the horizon.

At the time of writing this, just over 205,000 people have signed a parliamentary petition calling for the government to “Remove LGBT content from the Relationships Education curriculum”, and this is now awaiting a date for parliamentary debate. Meanwhile, just over only 92,000 people have signed a counter-petition calling for that same government not to do so, and the government is only obliged to ‘respond’. 

That is 120% more hatred than love, and 120% more violence than peace.

There is no debate, when it comes to deciding who has human rights and who does not. There is no calm when some of the most oppressed, attacked and marginalised children, young people and adults in our society are under attack. There is no reflection, when the facts and the statistics instantly destroy the hatred, on the too few occasions they are shared. And there is no pause, when children’s and young people’s very lives are in danger.

I write this as a father, and as an educator. I am angry, and I am scared.

Please give your voice to peace and love, both through this petition, and through literally any other means possible.

The time is now.

by Hannah Wilson

Facing The Challenges of Discrimination and Migrant Integration

Isabelle Watts portrait

Written by Isabelle Watts

We are a Young Economic Summit Team from Sheffield Girls' who have reached the UK national finals. This is a topic we are all passionate about, and we have come up with a solution to reduce the discrimination migrants face.

As part of the Young Economic Summit we have researched the challenges migrants face and have developed a solution to mitigate these challenges. We are passionate about mitigating the discrimination migrants face and ensuring that they feel welcome into the countries which they choose to migrate to.

What challenges do migrants face?

Migrants face many challenges when they migrate due to discrimination from domestic born citizens. The media often fuels the discrimination by oversimplifying, misrepresenting or embellishing stories in order to attract attention. Consequently, people’s perception of migrants becomes negative and in many countries, such as the UK, migrants are seen as poorer, less educated and more likely to be unemployed than is the case. This creates barriers between migrants and domestic born citizens as they have pre made judgements of what they believe migrants to be. 

However, it isn’t just the media that is exacerbating the challenges migrants face; it is also the policies implemented by the government. In recent weeks, the government has announced a new policy whereby any adult who comes to the UK without authorisation could be considered for relocation to Rwanda. Not only does this policy take away refugees’ control of their own lives and makes them more vulnerable to smugglers and traffickers, it also creates the idea that countries can pay to get rid of the responsibilities they signed up to under the 1951 Geneva Convention.

The desired situation:

The desired situation is a cohesive society where migrants and domestic born citizens are integrated and migrants feel welcomed into a country. Whilst migrants may inevitably face challenges, the aim is to try and support them as well as possible and remove the discrimination and intolerance of our society.

How to reach the desired solution:

One way in which we are trying to reach the desired situation is by conducting PSHE lessons on migration. In the long run this would reduce the discrimination migrants face as children will be taught what the different types of migrants are, what challenges they face, how to spot misinformation, as well as addressing the biases they may have already developed. Moreover, a supportive atmosphere will be created which encourages children to talk about their cultures and be proud of them. It is imperative that these lessons take place in primary school as by the age of 12/13, attitudes to race are fixed and become increasingly harder to alter.  Although migration is in the PSHE curriculum, it isn’t compulsory and many schools avoid it. Therefore, we propose that set lesson plans are made which are compulsory to teach in PSHE lessons.

Another aspect of our solution is a widespread social media campaign reducing the misinformation spread about migrants. As part of this we have created eye catching social media posts that have facts that break down the stereotypes surrounding migrants. Consequently, people’s perception of migrants will begin to change and prejudices will be broken down.

Overall, we propose a twofold approach that takes into account the short and longer term. The national anti-racism media campaign will reduce discrimination in the short run, whilst the PSHE lessons will have a longer term effect. We believe that this is the most efficient strategy of reducing the discrimination migrants face due to misinformation, and allowing society to become more cohesive.

Please visit our website to find out more about our research, and fill in the form to show support for our solution.

Website:https://sites.google.com/she.gdst.net/migrant-integration-challenges/home 

Form:https://docs.google.com/forms/d/1p363lLoHvigT2xWaZ0GnmNlQ-EOUrSsasSRbOsjKiG0/edit

Bibliography:

  1. Conzo P and others, ‘Negative Media Portrayals Of Immigrants Increase Ingroup Favouritism And Hostile Physiological And Emotional Reactions’ (2021) 11 Scientific Reports
  2. ‘What Are The Predominant Stereotypes About Immigrants Today?’ (Re-imagining Migration) <https://reimaginingmigration.org/what-are-the-predominant-stereotypes-about-immigrants-today/> accessed 15 May 2022
  3. Beirens H, and Davidoff-Gore S, ‘The UK-Rwanda Agreement Represents Another Blow To Territorial Asylum’ (Migration Policy Institute, 2022) <https://www.migrationpolicy.org/news/uk-rwanda-asylum-agreemen> accessed 15 May 2022
  4. Beirens H, and Davidoff-Gore S, ‘The UK-Rwanda Agreement Represents Another Blow To Territorial Asylum’ (Migration Policy Institute, 2022) <https://www.migrationpolicy.org/news/uk-rwanda-asylum-agreemen> accessed 15 May 2022
  5. Barnes D, ‘Why Helping Children Understand The Complexities Of Migration Is Vital’ (Teachwire, 2022) <https://www.teachwire.net/news/why-helping-children-understand-the-complexities-of-migration-is-vital> accessed 15 May 2022
  6. ‘Plan Your Relationships, Sex And Health Curriculum’ (GOV.UK, 2022) <https://www.gov.uk/guidance/plan-your-relationships-sex-and-health-curriculum#using-external-agencies> accessed 16 May 2022

by Hannah Wilson

DEI in an International Setting

Esther Mustamu-Daniels portrait

Written by Esther Mustamu-Daniels

Esther Mustamu-Daniels has 20 years of teaching experience working in London and the Middle East as a Class teacher, Education officer, Middle Leader and DEI Lead. Currently working at British School Muscat, Esther co-leads the DEI work across the whole school.

Many international schools are on or starting their journey of awareness of diversity, equity and inclusion. Because cohorts in these schools are so diverse by nature, often staff feel that there are no problems and that racism/discrimination is not a factor in the schools. This is usually very far from the truth.

Be brave; be vulnerable and start the challenging and honest conversations that are needed for change to take place.

Because of recent high profile events, diversity, equity and inclusion is a necessary space in all educational settings and that international schools, who send their alumni to universities all over the world, would do well to support, inform and equip students with knowledge and language to engage with the different topics around DEI. 

How do schools start tackling, delivering and addressing these needs? 

Start with the staff: build open conversations. It is important to know that not everyone is at the same place on their journey and also that there are different opinions. Gathering the ‘tone’ of your school as well as allowing safe spaces to share experiences is a key factor. What is important is that this is not only talk; action is also needed. This is an emotional and difficult journey so be sure to provide space and time to reflect and learn. 

Action: Build a plan of how you will move forward. You may need to conduct a survey or gather some research and data from your school’s stakeholders to help you focus on what the priorities are in your specific setting. Are there specific needs or policies that need addressing first? This will help to focus on each step and also assign roles or tasks to specific people. This should be flexible so that it can be adapted along the way. 

Leadership: Is there someone leading the work? Do SLT support and value the work being done? Does your leadership understand the why and how? This is important because without this it is extremely difficult to implement significant change. Leadership needs to take accountability for the work being done in their school. Is that person being paid?

Support: This is also an essential element. Who is supporting the people completing the work? Are they being emotionally supported as well as practically? The people leading or sharing this work may have been personally impacted or triggered by the issues raised; how are they being supported?

What is important to note is that action in any form is good and a positive step in the right direction. Addressing and tackling these issues will take time and for long lasting impact will need to be embedded in the culture of your school or environment. This is not a badge or a t-shirt; this is a cultural shift of readdressing mindsets. 

If you are involved or starting up; learn, speak and support. Being an ally and everyone doing their part is imperative. There is so much work being done at the moment. Twitter is an excellent source of examples, webinars and organisations that can support you on your journey. 

by Hannah Wilson

Review of Diverse Educators: A Manifesto, ed Hannah Wilson and Bennie Kara (University of Buckingham Press, 2022)

Jill Berry portrait

Written by Dr Jill Berry

Thirty years teaching across six different schools in the UK, state and independent, and was a head for the last ten. Has since completed a doctorate and written a book.

This book is a collaborative tour de force. Rarely have I read anything which has made me think as much as this book has.  Tapping into the experiences of a wide range of writers whose lives have been, in so many ways, quite different from my own, has been sobering, humbling but ultimately energising.  This book deserves to be widely read, robustly discussed and, crucially, its key messages need to be acted upon so that we work to change our world for the better – for everyone.

I appreciate that this is not necessarily a book most people would read from cover to cover.  It is a weighty tome!  It devotes one section to each of the nine protected characteristics, adds a chapter on intersectionality, a prologue and an epilogue.  It is an amazing accomplishment, bringing together the views of 125 contributors, including the ten chapter editors, and Hannah and Bennie, who all share their stories and their perspectives.  The book goes far beyond the exploration of personal stories, however.

I imagine that many people would identify a specific section, or several sections, about which they wished to develop their knowledge and understanding, and would focus on that part of the book.  But I want to advocate for reading it all.  Even if you feel that there are certain characteristics that you believe you fully understand and appreciate – perhaps you share them – I suggest that every section has something to teach us.  And as you make your way through each separate section, you appreciate the connections, the echoes and the common ground, reinforcing the essential humanity which underpins this story of ‘difference’.  As Bennie says in our Myatt & Co interview about the book: ‘No-one is just one thing.’

The range of contributors is one of the reasons this book resonates.  Different contributors ranging from teenagers to the considerably more mature contingent; UK and overseas perspectives; primary, secondary and FE educators; state and independent sector teachers and leaders; many who share a number of protected characteristics offer their experiences, views and their own learning with generosity, honesty and courage.

Many of the stories are strongly grounded in research, and the book contains a great number of references, on which the contributors draw and which they share for those who wish to explore further through additional reading.  It is also eminently practical, with key takeaways, key questions and specific commitments at the end of each chapter and a final section in which Bennie and Hannah make clear how readers can act on their reflections as they have worked through the different sections and what they have learnt as a result.  They exhort us to consider: what difference will this make?  It made me think of Zoe and Mark Enser’s words in ‘The CPD Curriculum’: “CPD does not happen through a particular input of information; CPD occurs through what happens next.”  When you get to the end of the book, you are strongly encouraged to think about what action you will take as a result of the experience.

I strongly recommend ‘Diverse Educators: A Manifesto’.  Bennie Kara’s words in the epilogue mirrored perfectly my own response to the book: “Throughout the book, I have been struck by the honesty of the contributing authors… I have seen in the writing parts of myself – feelings, thoughts and experiences that have served to demonstrate how we as education professionals have complex and interweaving experiences…In reading these chapters, even if I do not share a particular person’s protected characteristic, I have recognised the intensely human need to be heard.”

I would encourage you to make the time to read the whole book.  I am confident that you won’t regret it.

by Hannah Wilson

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

George Hughes portrait

Written by George Hughes

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

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

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

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

What is gender identity?  

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

What is transphobia?  

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

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

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

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

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

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

What is it like being trans in the UK?  

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

How can people help? 

One way, is to avoid gendered language 

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

To avoid this, use vocabulary such as: 

  • Everyone 
  • People 
  • Folks 

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

Use chosen names and correct pronouns 

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

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

For example:  

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

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

What is a deadname? 

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

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

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

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

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

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

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

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

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

by Hannah Wilson

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