Building a Multi-Faith Space
Written by Hollie Panther
DEI Lead, Mental Health First Aider, secondary Science & Psychology teacher and Teach First Ambassador.
Experiences of, and learnings from, establishing a space for prayer and celebration of religious diversity in a secondary school.
The last school I worked in had a majority non-religious student population, but a diverse spread of religions among those who did follow a faith; many religions had just one follower within the student body. A parent of one such student had mentioned that they were uncomfortable being open about their faith due to the amount of discrimination they’d received in the past. As D&I Lead, a large part of my strategy to improve religious inclusion in the school was to open a Multi-Faith Space. When I started, there was no designated place to pray; my previous school did have a prayer room, but it was hidden away and only students or staff who asked about it were encouraged to use it. I wanted to create a space that people from all religions could use, so that it would encourage some sense of community, which I thought those who were the solo followers of their faith within the school might’ve been lacking. I also wanted it to be a place of celebration and curiosity, so that any student could learn about diverse faiths if they wanted to. The space was initially opened as a work-in-progress during Ramadan, to give Muslim students a place to pray and be away from food if they needed it. During this time I also designated a toilet block for Wudu, the practice of washing before prayer, and delivered whole school talks educating students about Ramadan and how to support students who were fasting. Feedback from this was unsolicited and overwhelmingly positive — parents of Muslim pupils wrote in to the school to congratulate and give thanks for the ‘exemplary inclusion effort for Ramadan’; my wish is for this approach to Ramadan to become the norm in all schools, so all pupils can celebrate the diversity of religious practices alongside one another.
Working alongside the Multi-Faith Space was the Religion & Spirituality Society, which I established as a student-led club who met at lunchtime to explore and learn about various religions. The leaders of the society planned activities and presentations for the group, and brought in occasional themed snacks too — I’m hoping the society will meet in the Multi-Faith Space going forwards, to ensure they are surrounded by diverse religions, with the opportunity to learn about them being easily accessible.
The Multi-Faith Space is two small rooms off of the Library, where I have put up shelves on each wall and designated each of the six walls to a major world religion (Christianity, Islam, Judaism, Sikhism, Hinduism, Buddhism). I reached out to religious leaders in the community to see if they would be happy to donate a copy of their religion’s text or any artefacts that could go on the shelves. This took the form of finding email addresses of local Mosques, Churches, Gurdwaras etc, or filling in contact forms on their website, and Googling ‘free copy Jewish, Hindu, Buddhist etc text’, and making sure in my message I invited them to send my request on to anyone else they thought might be able to help out. As a result of this I had an incredible array of items gifted to the Multi-Faith Space by several local religious groups, and had an insightful and useful meeting with the representative of Judaism from the West Sussex SACRE (every county council have representatives of world religions, who are keen to come into schools to deliver lessons / assemblies etc on their religion, I’m hoping the next D&I Lead and teachers of RE will be able to make use of this otherwise untapped source after my introductions — none of the RE teachers in the school had heard of them). Several sources of items and books posted them to me or dropped them in to the school, but I also visited several organisations to collect their donations, which I really enjoyed, as it took me to places I wouldn’t have ordinarily visited within my local community.
I organised a Grand Opening for the Multi-Faith Space to which I invited all the local contributors, as well as staff and religious students. The student leader of Religion & Spirituality Society was invited to cut the ribbon; it was a great opportunity for me to connect up school staff and the pupils who will be running the Religion & Spirituality Society next year with community religious leaders (over donuts and cookies), so that they are able to lean on them for support with the society and also with RE teaching as the school grows. One community attendee at the Grand Opening came from the Baháʼís, a religion I admittedly hadn’t heard of when they initially made contact, but which I learnt much about through talking to this local follower at the event. They also donated several items and books to the Multi-Faith Space, and though they didn’t have a designated wall and shelves, I set up a table in the space to display their information, and was really glad to be representing a greater diversity of faiths than I had originally planned for.
I had a student volunteering with me for their Duke of Edinburgh’s Bronze award, who helped me plan the space and also worked in the Design Technology (DT) room on a signpost to go outside of the Multi-Faith Space, which featured laser-cut arrows, each one with a different place of worship on it — ‘Hindu Mandir’, ‘Sikh Gurdwara’ etc. Unfortunately, because the student could only work on this under supervision by the DT teacher, due to technology issues and absence, the sign was not finished in time for the Grand Opening — I look forward to seeing photos of it in pride of place when it’s completed in the Autumn term.
My advice to anyone thinking about building such a space would be to absolutely go for it — the only spend was on the shelves and snacks for the Grand Opening, as well a couple of items to represent religions who didn’t get back to me to contribute anything. The rest was furniture that was already in the school, and the items and books gifted by the religious community were invaluable — so it’s doable on a tiny budget, I would just encourage anyone wanting to build one to start early, and get your message with the call for help / donations really clear and send it to as many people as possible, ideally alongside an invite to a Grand Opening — and then chase them up if they haven’t replied; I got the impression that everyone wanted to help, but that sometimes there are multiple people within a place of worship who read the emails, so they may not get picked up the first time around.
On the whole, I really enjoyed building the Multi-Faith Space and I’m really proud of what I achieved with this — the Grand Opening was on my penultimate day working at the school, so it really feels like a legacy I’m leaving behind; a tangible asset to the school community that will continue my work without me.
Representation, Challenges and the Importance of DEI in Schools
Written by Taiwo Bali
Taiwo Bali writes education updates, teaching tips and well-being related content for secondary school teachers.
From receiving hate mail to leading a booming community that celebrates all people, Hannah Wilson has shown her commitment to DEI. She sat down with Beyond Digest to share why she believes DEI is essential in all schools.
Hannah Wilson is a leadership development coach and trainer with a passion for Diversity, Equity and Inclusion (DEI) in education. She is the Co-founder of #DiverseEd, an organisation dedicated to tackling issues faced by underrepresented communities and furthering DEI in schools.
Her former roles as a Secondary English Teacher, Head of Secondary Teacher Training and Founding Executive Headteacher allowed her to develop rich expertise in education. Hannah kindly spoke to Beyond Digest about her journey with DEI and the importance of diversity in schools.
Q: What sparked your passion for diversity and inclusion?
H: As a student doing GCSE English I was indignant about the lack of diversity in the curriculum. It just never sat right with me. I was exposed to postcolonial literature at university and learned about topics such as diversity in social justice during apartheid and the caste system in India. It was really interesting for me to look at literature in that way and also the critical theory around it. So when I trained to be an English teacher, I guess I just brought that into my teaching and into my curriculum design because I worked in quite challenging schools. I worked in a boys’ school in Kingston, I moved to an academy in Mitcham and then an academy in Croydon. I’ve taught really diverse students and I think when I’m looking to see whether they see themselves in the displays and in the library, in the curriculum, you can see the disengagement because they can’t.
Q: What has being a DEI ally taught you?
H: As I’ve been promoted, I’ve thought about what I can do in my roles as a curriculum leader, pastoral leader and headteacher to help affect change. When I co-founded #WomenEd we had lots of conversations about gender representation, but quite quickly, the feedback from the network was that it felt like it was white feminism as opposed to true feminism because it was a group of white women predominantly talking about it. At events, I put myself in a room with all black teachers, talking about their experience of education and headship. At that moment my bubble got popped and my own privilege got checked. Even as someone who felt quite aware of some of those issues, I discovered a whole trench load of information that I didn’t know. That’s when the need to diversify the organisation became the top priority.
Q: As someone who ran a school, why do you think it’s important to have a diverse SLT?
H: I have worked in six different schools and the SLT and governing bodies never represented the children. When I left London and then moved up to Oxford to be a headteacher, I recruited a very diverse team because I care about diversity. I recruited a diverse SLT because I knew it was going to be part of our school culture, policy and practice. Diversity needs to be humanised so by having a visibly Muslim member of SLT who did assemblies about Ramadan and spoke to the children about his faith, he demystified and de-stigmatised what it meant to be Muslim. He educated the children and their parents on his faith. We also had openly gay and bisexual members of staff which supported young people who were exploring their own sexual orientation and allowed parents and carers in same-sex relationships to feel accepted. Visible representation and role modelling made the children, parents and fellow staff feel safe.
Q: How important is it for young people to see diverse staff?
H: I worked in schools with 55% black boys and there were no black men on the governing body. For me, there needs to be that mirror, there needs to be a reflection of the children we are teaching and the communities we are serving. Young people need to be able to see themselves in the staffing, leadership and governance. There’s great irony in a young person walking through their school and not seeing themselves. I have done talks at heads conferences where quite often, people think their school is more diverse than it is. You may have diverse adults in the building but what job are they doing? Are staff from underrepresented groups in positions of power and can they influence decision making? What messages are the children receiving about their future prospects and opportunities to succeed? We tell young people they can be anything they want but we implicitly cap their potential by not being intentional about who is appointed into which role. We can’t say one thing in assembly and then on staff recruitment day, do something completely different. Young people have got to see it to be it.
Q: What challenges have you faced in championing DEI?
H: After moving to Oxford, I think my team and I were all a little bit shocked that the DEI work we were doing in schools in London, Reading and other parts of the country felt really alien in this part of the world. I got quite a lot of pushback because they weren’t quite ready for it. The challenge came from the people in the wider community. We had parents and carers who chose not to send their kids to our school because they didn’t want their kids to go to a school where there were LGBTQIA+ posters in every classroom. I had parents say to me, your school is beautiful, I love your vision for education, take those posters down and I’ll send my kids to your school. It didn’t sit right with us so we kept them up. This was part of our school culture and ethos. We were committed to creating psychological safety and a sense of belonging for all children. It all kicked off when one complaint from a parent ended up in the local media and the story went from regional to national. There were nasty comments from a popular newspaper’s readers and 3000 comments in a local Facebook group and I even received 86 letters threatening my life. DEI brings the worst out of people sometimes.
Q: How did the negative press impact the DEI work you do?
H: People get loud, defensive or just spew hate because they think their actions will stop you. If anything it made us even more committed to the work because it showed the ignorance and lack of empathy in some people. I do a lot of work talking about values and ethics and for me, remaining committed to DEI is ethically the right thing to do. My values drive this work. Though advised not to, I wrote a blog post to address the negative press because I didn’t want to be silenced as a woman. I didn’t want to be silenced as a school because we were committed to this work. The blog went viral. I think we had about 14,500 thousand hits and I got a lot of disclosures from other heads and school leaders around the country who had been in a similar situation and were happy I spoke out.
Q: Where can schools get DEI training?
H: After the death of George Floyd schools needed to do something about DEI but didn’t know how to get started. Everyone in my network was looking for training. DEI is very overwhelming because it touches every single policy and practice. You don’t know what you’ll find out about your school until you start looking. It is a difficult and emotionally draining journey to go on and schools need support. The #DiverseEd website is a one-stop-shop for all aspects of DEI training. We use the directory to signpost specialists so if schools need anti-racism, menopause awareness or gender identity training they can find the best trainers. #DiverseEd now works with 185 organisations that are tackling DEI all over the world. We also offer toolkits and reading lists based on different aspects of DEI for schools to use.
The #DiverseEd community continues to grow. Last year they held its first virtual event (June 2020) which had a reach of 13,500 people from around the world, who joined for 5 hours on a Saturday morning to listen to all things DEI. The next free event will be held virtually on the 22nd of January 2022. Find out more here.
Hannah and her friend Angie Browne have also joined forces to create a programme to help schools navigate DEI. Both former headteachers use their expertise in headship to offer paid leadership training courses in governance training, SLT training and diversity masterclasses. The training covers topics ranging from inclusive language to curriculum development and now has 20 cohorts of leaders, which is a testament to the value they offer.
DEI should be an integral part of every school. Having a safe learning environment that celebrates diversity and raises aspirations is something all young people deserve. How does your school tackle DEI? Share your thoughts with me via Twitter.
Find Hannah @Ethical_Leader and #DiverseEd on Twitter and #DiverseEd via the website.
Extending our welcome, transforming our schools
Written by Artemi Sakellariadis
(she, her) Director, Centre for Studies on Inclusive Education (CSIE)
Introduction:
Artemi Sakellariadis’ contribution to Diverse Educators: A Manifesto is a detailed look at disability in education, drawn from her substantial experience in working with CSIE. In her sub-chapter, she cited guidance from CSIE that was edited for brevity. Following discussions with Artemi, we have decided to publish the original version of the text, with the edits removed, to ensure that the full meaning of the guidance is clear and evident.
“Any fool can know. The point is to understand.” Albert Einstein
This chapter is a call to transform schools on the grounds of human rights. It invites us to reflect on how we treat disabled people and explores:
- inconsistencies in the implementation of law and policy
- established practices which are incompatible with disabled children’s rights
- perceptions of disability and the impact of stereotypes on children’s life chances.
National laws
The Human Rights Act 1998 brings the European Convention on Human Rights into UK law and asserts people’s fundamental rights and freedoms. It lists 16 basic rights, including the right to an effective education, and specifies that all rights must be secured without discrimination.
The Equality Act 2010 protects people from unfair treatment with regard to nine protected characteristics, including disability. It also places a duty on all public service providers, including schools, to make reasonable adjustments in response to people’s impairments, for equality of opportunity (UK Government 2010). This is an anticipatory duty: organisations must not wait until a disabled person arrives, before transforming their cultures, policies and practices. The aim is to ensure no disabled person misses out or is disadvantaged.
Part III of the Children and Families Act 2014 concerns the education of children and young people identified as having special educational needs or disabilities (SEND). It confirms every child’s right to a mainstream education, as long as this is consistent with their parents’ wishes, the efficient education of other children, the efficient use of resources, and that the education offered is appropriate to the child’s needs. The last three conditions are often cited as reasons why a child cannot be included in a particular school, even though these issues largely depend on the way teaching and learning are organised in school.
The SEND Code of Practice explicitly states in paragraph 1.26 that the UK Government is committed to inclusive education and that the law presumes that all children and young people will be educated in a mainstream school (Department of Education and Department of Health, 2015, p. 25, emphasis added).
International laws
The UN Convention on the Rights of the Child (1990) protects all children (0 – 18) from discrimination (Article 2) and states that all decisions should be in the child’s best interests (Article 3), aiming for the child’s optimal development (Article 6) and taking into consideration the views of the child (Article 12). Article 23 confirms that disabled children have all rights in the Convention and Articles 28 & 29 that every child has a right to an education which develops their personality, talents and abilities fully.
The Committee on the Rights of the Child has issued a number of General Comments (documents clarifying the meaning of the Convention). General Comment no. 9 (2006, on the rights of disabled children) states that disabled children are still facing barriers to the full enjoyment of their rights, that the barrier is not the disability but a combination of social, cultural, attitudinal and physical obstacles which disabled children encounter, and that “inclusive education should be the goal”.
The UN Convention on the Rights of Persons with Disabilities (2008) states that all disabled children and young people should participate in the state education system and that this should be “an inclusive education system at all levels”. General Comment no. 4 (2016) clarifies that inclusion necessitates ‘systemic reform’ involving changes in content, methods, approaches, structures and strategies in education, so that all pupils can have an equitable and participatory learning experience.
Putting laws into practice
It follows from all the above that the legal imperative for including disabled children in ordinary schools is clear and undeniable. To achieve this, it is essential that examples of effective inclusion are shared widely and that educators are better prepared and better supported to work with disabled pupils.
At school children learn more about themselves and others, develop their sense of identity and belonging, and can make life-long friends. All children should have these opportunities together, and learn from and about one another.
Some people argue that disabled children should not be included in local schools because teachers may not have the training, experience or time to respond to their needs. Initial teacher education and continued professional development can, indeed, be improved, as can practical support to make inclusion effective. As for evaluating what time is considered well spent and what not, we may need to pay closer attention to who is valued and on what grounds.
Judith Snow, Canadian Disability Rights Advocate, describes (2001, pp. 53-54) her experience of having a classmate who was an Olympic diver. She lists the support offered when this other girl had to miss school for training or competitions, and compares it to her own experience of missing school for medical appointments. She concludes that adults seemed to find it exciting to support an Olympic diver to achieve in sport, and a burden to support a disabled child to attend their local school.
Recent evidence suggests a twofold benefit of supporting disabled children’s learning and development in ordinary schools: it leads to improved educational outcomes for disabled and non-disabled children, and better supports the social and emotional development of every child (Hehir et al, 2016).
In England the picture is patchy. Latest figures show an almost tenfold difference between the local authorities which send the highest and the lowest proportions of children to special schools (Black and Norwich 2019).
There is much that schools, other settings, or individual educators can do to honour disabled people’s rights and help align education practice with education law. If nothing else, it helps to make disability visible, treat it as an ordinary part of life and ensure our language and interactions reflect this. Here are some suggestions from CSIE’s equality toolkit (2016) and online Knowledge Box (2020):
- Ensure disabled people are represented in positive ways in the curriculum, displays, books and other resources.
- Maintain a positive attitude and ask “How can we …?” (rather than “Can we …?”).
- Ask for the support that you need to make inclusion effective.
- Ensure that disablist bullying and any indication of prejudice or harassment are consistently challenged.
- Help disabled children get a stronger sense of belonging in school.
- Ensure disabled people are treated in ways which confirm they are valued and respected.
Conclusion
A widespread assumption that separate special schools are usually preferable is out of sync with the law, and inconsistent with contemporary values of disability equality and human rights. This chapter invites readers to contribute to the long-overdue transformation by becoming agents of change in their own setting or sphere of influence.
Key Takeaways
- National and international laws call for a transformation in education, so that disabled children can be routinely included in ordinary schools.
- There are likely to be more similarities than differences between any two people. We must not let one striking difference overshadow many similarities.
- We are all of equal value, by virtue of being human, and should all know not to judge a book by its cover.
Key Questions
- On what grounds is it acceptable to exclude disabled children from their local community?
- If we do not question the futility of stereotypes about beauty or intelligence, where does that leave those of us who do not have what society values?
- Are you, or your school, working in ways which breach disabled children’s rights?
Manifesto Statement
Education practices need to be brought in line with education law as a matter of urgency. This is a call to action to challenge inequitable practices and develop more inclusive settings.
References
Black A and Norwich B (2019) Contrasting Responses to Diversity: School Placement Trends 2014–2017 for all Local Authorities in England. Available at: www.csie.org.uk/resources/free.shtml#trends2019 (accessed April 2021).
Children and Families Act (2014) Available at: https://www.legislation.gov.uk/ukpga/2014/6/contents/enacted (Accessed April 2021).
Committee on the Rights of the Child (2006) CRC/C/GC/9 General Comment no. 9 (2006) The rights of children with disabilities. Available at: http://www.csie.org.uk/inclusion/GeneralComment9_Sept2006.pdf (accessed April 2021).
Committee on the Rights of Persons with Disabilities (2016) CRPD/C/GC/4 General Comment no. 4 (2016) on the right to inclusive education. Available at: https://tbinternet.ohchr.org/_layouts/treatybodyexternal/Download.aspx?symbolno=CRPD/C/GC/4&Lang=en (accessed April 2021).
CSIE staff and associates (2016) Equality: Making It Happen – A Guide to Help Schools Ensure Everyone is Safe, Included and Learning. Bristol: Centre for Studies on Inclusive Education (CSIE).
Department for Education and Department of Health (2015) Special educational needs and disability code of practice: 0 to 25 years. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 (Accessed April 2021).
Equality Act (2010) Available at: www.legislation.gov.uk/ukpga/2010/15/contents (accessed April 2021).
Hehir T et al (2016) A Summary of the Evidence on Inclusive Education. Available at: https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf (accessed April 2021).
Human Rights Act (1998) Available at: https://www.legislation.gov.uk/ukpga/1998/42/contents (accessed April 2021).
Knowledge Box on Disabled Children’s Rights in Education (2020) Available upon free registration at: https://dlot.eu/course/index.php?categoryid=22 (Accessed April 2021).
Snow, J. (2001) ‘Dreaming, speaking and creating: What I know about community’, in Great Questions: Writings of Judith Snow. Available at: https://resources.depaul.edu/abcd-institute/publications/Documents/Judith_book_1.1%20copy.pdf (accessed April 2021).
Hidden Histories: Black in Psychology
Written by Sinmi Ekundayo and Parise Carmichael-Murphy
Sinmi is a Year 9 student with an avid interest in politics and humanities subjects.
Parise is a PhD Education student who is passionate about decolonising the curriculum and widening access to the psychological professions.
Hidden Histories: Black in Psychology celebrates the contributions of Black people to the field of psychology and its allied professions. It is an open resource for people of all ages who are interested in psychology’s past, present and future. The booklet encourages young people to develop critical thinking skills by exploring ideas of anti-racist psychology, social change and activism, race and racism across psychological practice, and racial disparities in mental health. It also introduces readers to the requirements and steps needed to pursue a career in psychology and highlights how a range of skills, qualifications, and experiences can inform and shape our interests and expertise in psychology.
Parise Carmichael-Murphy and Adam Danquah are co-authors of Hidden Histories: Black in Psychology; they developed the resource in the hope that it has the potential to inspire future generations of anti-racist psychologists. Sinmi Ekundayo is listed in the ‘Acknowledgements’ of Hidden Histories: Black in Psychology as one of many contributors who helped to support and develop the book.
Sinmi was invited to review Hidden Histories: Black in Psychology by her teacher Laura Morris. Sinmi took a printed copy of the booklet home and reviewed it over a few weeks. Sinmi provided some really insightful feedback that highlighted areas of interest and some spaces for improvement. Sinmi’s comments highlighted some of the terminology used that could be better explained and in response, we added the term ‘cultural competence’ to the glossary.
Next, Parise invited Sinmi to collaborate on a blog post to highlight Hidden Histories: Black in Psychology. Some of the feedback and comments from Sinmi’s review have been expanded on in this blog:
“The fact that African Psychology is such a new concept that I have never even heard of it is astounding. It seems so simple when you think critically, obviously the culture you grow up in will affect the way your psyche functions and will not align with a completely different culture’s way of interpreting the human mind. It’s fascinating! I love this booklet so much.
I’ve always felt a bit of alienation from psychology as it always felt like a very white field to go into and now I understand why. Honestly, if the goal of Hidden Histories: Black in Psychology is to get more Black students into psychology it will succeed. Hidden Histories: Black in Psychology introduces psychologists that are telling our stories and interpreting them in a way that feels personal.
The poem at the end by J.Chambers is beautifully written. I love the ‘Useful Links’ section at the end where they list all the organisations that were made for Black education by Black people, it makes me feel so hopeful, especially since I have first-hand experience with some of them. It’s good to know someone is looking out for us. A lot of the time I was stopping to look further into new ideas and people I was being introduced to.
I sincerely believe that keeping Hidden Histories: Black in Psychology out of the curriculum is a disservice to ourselves. It would help Black students feel a stronger connection to themselves and psychology and I believe it would endow non-Black students with a sense of cultural empathy. The exemplary Black psychologists introduced in the booklet would intrigue anyone, but especially young Black students (such as myself) who will finally see themselves reflected in a field that feels very exclusive to rich white men.
This booklet is tremendously helpful in increasing Black students’ confidence in their ability to succeed in psychology in a way that isn’t too distant or convoluted. I’d recommend this to everyone, regardless of race. It’s genuinely an interesting insight into psychology that anyone would be interested in.”
To read, download and share the Hidden Histories: Black in Psychology resource, please use the following link: https://gmhigher.ac.uk/resources/hidden-histories-black-in-psychology/
We thank Laura Morris, our teacher and friend, for supporting us both to connect and collaborate on this blog post. Laura is Head of Religious Studies and Citizenship at Cedar Mount Academy and has a whole-school responsibility for anti-discrimination.
Tackling Sexism in Schools Needs to Start with the Curriculum
Written by Rachel Fenn
Co-Founder of End Sexism in Schools and former Head of English.
End Sexism in Schools (ESIS) is a grassroots campaign organisation set up in 2020. Our aim is to support girls and boys to fulfil their potential, without gendered expectations, in a safe and supportive school environment.
Over the past two years, numerous scandals have revealed the widespread extent of sexual harassment, sexism and misogyny in schools, with Ofsted’s 2021 report into this commenting on how boys have a sense of ‘superiority’ that makes them feel they can treat girls as they wish. The answer to this has been to overhaul the PSHE curriculum to explicitly teach consent, but we know that this is merely treating the symptoms, not the cause.
The reality is that women are virtually invisible within the content of the academic curriculum, and we draw a direct line between this invisibility, and the sexual harassment boys inflict on girls. Without ever hearing women’s voices, reading and discussing women’s experiences, and learning to value and respect women’s contribution to the world, is it any wonder that boys grow up viewing women as inferior, and worthy of little respect?
When our founder first made this connection and began to campaign to change the curriculum, she was met with a problem: she had no concrete evidence to back up her claims. Research into the content of the curriculum in secondary schools was limited, and little proof beyond anecdotal evidence was available to demonstrate the extent of the problem. As such, ESIS’s first project was to uncover gender bias in the teaching of English Literature at Key Stage 3 (school years 7-9) in England’s schools. English was chosen due to it being a core subject studied by all pupils to the age of 16, and it being straightforward to identify gender bias in the curriculum content by collating data on the sex of authors and protagonists on set text lists.
In 2021, using a small army of volunteers, we researched the English curriculum in nearly a third of England’s secondary schools. With no requirements to teach any specific texts other than Shakespeare, schools have free rein to teach what they like at Key Stage 3. Given this freedom, the lack of diversity we uncovered is shocking. Our key findings are as follows:
- 82% of novels taught feature a male protagonist
- 77% of schools teach one or no whole texts by female authors across the three years of KS3, with 44% teaching none at all and 33% only teaching one; this is out of an average of nine whole taught texts across the three years
- However, the actual number of whole novels taught by female authors is likely to be even less because a larger percentage of male authored texts were mandatory (as opposed to being on a list of choices) than female – 68% compared to 57% respectively
- 99% of plays taught are by male writers, only 1% by female, and only 2% have a lead female protagonist
- A small number of schools account for the majority of female-authored texts taught; 16% of schools teach 50% of those listed in school curricula
Coupled with the fact that only 7% of pupils study a book by a female author at GCSE, this means that most children educated in England will go through their entire compulsory education never having studied a whole text (as opposed to an extract, poem or short story) by a female author. Considering that schools have free choice of the texts they teach, and that 77% of secondary school English teachers are female (the highest proportion of any academic subject), the fact that most are continuing to fall back on the teaching of male authored texts with male protagonists is powerful evidence of how engrained misogyny and patriarchal values are embedded in our society.
English is just the tip of the iceberg; the invisibility of women is evident in every area of the academic curriculum, and it is our mission as an organisation to carry out the research required to prove this, and then campaign for change. PSHE cannot continue to be touted as a panacea for solving misogyny in schools when every other lesson pupils attend teaches them that women have no value. Cultural change will only happen when the academic curriculum is overhauled to create an equal space for women’s achievements, voices and experiences alongside those of men.
You can read our report into the English curriculum here. If you’d like to join our efforts to End Sexism in Schools, we are always looking for new volunteers. Please do contact us at endsexisminschools@gmail.com.
Three Employee Rights Workers in Graduate Roles Should Be Aware Of
Written by Lance Craving
Freelance Content Producer and Researcher
Having graduated from university and/ or your teaching training pathway, now’s the time to apply your newfound knowledge to your first teaching role in the big wide world of work. Whilst this is an exciting time, it’s also a chapter of your life that involves lots of apprehension and perhaps anxiety around taking the next step.
There will be so many new challenges, and suddenly you’ll have to contend with all of the responsibilities that come with any form of employment. To make the transition a little easier, it’s essential that you are aware of your employee rights and any obligations your employer will have towards you, so you know what to expect. These may change as you undertake different roles, but for graduates, here are three things you need to know when starting your new job.
Written terms and conditions
If you have gone straight from school to university to a teacher training pathway, there’s a chance that your entry position in the school system could be your first experience of employment. If this is the case, you’re likely to be unfamiliar with employment contracts, so it’s vital that you familiarise yourself with what should be included in yours. If you’re ever unsure, speak to family members, student services or senior members of staff at your school to ensure nothing has been missed out, and you’re not being unfairly treated.
You may not have necessarily received anything in writing pertaining to your employment status, but there will still be a contract in place. The contract will detail all of the rights and obligations both yourself and your employer have to one another during your term of employment. It is important that you keep a copy of the contract to hand, to prevent any disputes further down the line.
Pension contributions
If you’ve just finished studying, chances are you won’t be worrying too much about your pension contributions – it’s a long time until you’ll see them again, after all. But even in the early stages of your career, it’s worth considering how you want to approach your pension payments, since the earlier you start, the longer you’ll have to save up for your retirement.
Most teachers who are working in state schools will be automatically enrolled into the Teachers’ Pension Scheme. This was set up to help secure the financial future of those working to educate the younger generations, but the scheme underwent a major review in 2015 which could affect what you’re entitled to. Be sure to check which terms apply to you to prevent any confusion further down the line.
Rest breaks
Whilst a teacher’s daily timetable will be structured slightly differently to a standard 9-5, you are still entitled to lunch and break times like workers in any other profession. As the amount of break time teachers have varies from school to school, you can expect to see your employer’s expectations outlined within your written contract.
Under the UK Government’s School Teachers’ Pay and Conditions Document (STPCD), teachers are entitled to at least one break every teaching day for a “reasonable length” of time. This typically equates to 20 minutes (but it can be more), which is often taken between 12pm and 2pm.
How we can bring LGBT+ families into primary school storytime with Grandad’s Camper
Written by Dominic Arnall
Chief Executive of Just Like Us, the LGBT+ young people's charity.
Diverse families, kindness and respecting difference are all key elements of the primary curriculum that we’re probably all familiar with, but the reality of making these conversations LGBT+ inclusive may not always be so obvious or seem immediately possible.
At Just Like Us, the LGBT+ young people’s charity, we know that growing up LGBT+ is still unacceptably tough. LGBT+ school pupils are twice as likely to be bullied and the same anti-LGBT+ language and bullying also impacts pupils who aren’t LGBT+ but have LGBT+ families or are perceived to against the ‘norms’.
We often hear from primary school staff keen to make changes in their school so that pupils can better learn about the diversity of the world around them – including that some families have two mums or two dads.
So, we want to help all school staff on this journey. We know your time is limited and you may be nervous or unsure where to start with LGBT+ inclusion, so we produce ready-to-go, free resources for primary and secondary schools.
Ahead of School Diversity Week, Just Like Us is releasing a new series of primary storytime resources.
The first in our series is a video of award-winning author Harry Woodgate reading from their book Grandad’s Camper, that you can screen with your primary class.
Grandad’s Camper won the Waterstones Children’s Book Prize Best Illustrated Book 2022 and is a wonderful book to start conversations with your pupils about families that aren’t heteronormative, or the ‘typical’ family set up.
The book follows the story of a girl and her grandad who takes them on a special campervan trip, sharing heartwarming stories of his adventures with the late Gramps, Grandad’s partner who passed away.
Alongside our storytime video resource, we have a reading guide with discussion prompts and ideas on how to use the book as a writing prompt – such as ‘How do you think Grandad and Gramps felt when they went on all their travels?’ and ‘How do you think Grandad feels now Gramps isn’t there any more?’
The resources are free to access for all UK primary school staff – simply sign up for School Diversity Week to download them.
We’re delighted to be working with Harry Woodgate and Andersen Press to open up much-needed conversations around diverse families in primary schools this School Diversity Week, and hope the resources are helpful to primary staff looking to celebrate diverse families.
We’ll also be giving away copies of Grandad’s Camper to UK primary school staff who sign up for School Diversity Week before the end of May 2022.
School Diversity Week is the UK-wide celebration of LGBT+ equality in primary and secondary schools run by charity Just Like Us and takes place 20-24 June this year.
Review of Diverse Educators: A Manifesto, ed Hannah Wilson and Bennie Kara (University of Buckingham Press, 2022)
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.
We (Still) Need to Talk About Gender
Written by Tracey Leese
Tracey Leese is an assistant headteacher, literacy specialist, parent governor and advocate for women in leadership. Tracey lives in Staffordshire with her two sons and fellow-teacher husband.
I am well aware that the land of gendered identities is an area in which attitudes and assumptions are rapidly changing… and that we are collectively beginning to see gender as more of a spectrum than a fixed binary position. But in our continued efforts to renegotiate our shared understanding of what constitutes gender or identity we can’t assume that female teachers are no longer subject to prejudice.
Women are not underrepresented in teaching – in fact it’s a female-centric profession, but we are underrepresented at every single level of educational leadership – most prevalently at Secondary Headship level. In comparison to some other protected characteristics the issue of gender seems so straight forward. I can see why some people might feel that it’s time to put the issue of gender to the bottom of the priority list.
Similarly, it’s easy to underestimate the myriad reasons why women still earn and lead less in what is supposed to be a truly equal and ethical profession. The motherhood penalty, work/ life balance and women’s desire to work flexibly are all seemingly widely-held reasons for this. Together with my brother Christopher, I recently co-authored Teach Like a Queen: Lessons in Leadership from Great Contemporary Women as an attempt to contribute to the ongoing conversation around diversity within school leadership. Throughout our research for the book we interviewed countless power women and were surprised when recurring themes of self-doubt, imposter syndrome and fear of disapproval emerged. In some instances, these female leaders cited seemingly “small” issues such as wishing to attend their child’s school nativity as reasons why leadership seems unattractive to women.
So, whilst we need to look at who is shaping policy and practice in education, we also need to be bold enough to imagine a future where more schools are ran by women and paid the same as their male counterparts. According to data from NAHT’s Closing the Gender Gap published December 2021, by the age of 60 male headteachers earn £17,334 more than female headteachers.
Our book was inspired (and supported by) the work of #WomenEd who are relentless in their work towards inspiring, empowering and supporting more women into leadership posts, the data tells us that in spite of the brilliant work already underway, that there is still so much work to do. So we absolutely cannot assume that the issue of gender is anywhere near resolved nor that the profession is as equitable as we’d hope.
We are all charged with addressing injustice in education – as leaders, as teachers and as stakeholders. The disproportionate representation of women in leadership and the gender pay gap absolutely amounts to injustice. Our students deserve to attend schools which are led by visionary and diverse leaders. So if a world without gender inequality is an unrealistic destination, I am just happy to be part of the journey.
Teach Like a Queen is out 30th May and published by Routledge: www.routledge.pub/Teach-Like-a-Queen
Weaving Diverse Narratives into the Curriculum with Human Stories
Written by Anna Szpakowska
Professional Development Lead at Lyfta
The importance of using a wide range of diverse human stories in our classrooms cannot be underestimated. There is clearly a desire amongst staff and students to broaden the curriculum to include these stories. Beyond that desire, however, there are numerous benefits to using diverse narratives in the classroom that include improving student engagement, nurturing character development and supporting academic progress too. In this blog, we’ll explore the importance of using diverse human stories, how this can be done and the potential impact it can have for your students.
Why diverse human stories?
It’s clear that the past few years have seen a heightened awareness and desire amongst the teaching profession to make the curriculum a more diverse and inclusive one. All teachers are bound by an adherence to the Equality Act of 2010 as well as the Public Sector Equality Duty, but recent polls have shown that there is still a desire to do more. For example, one survey commissioned by Pearson and conducted by Teacher Tapp revealed that 89% of secondary teachers and 60% of primary teachers felt that there was more diversity required in the set texts that they teach.
However, this clearly isn’t just an issue that concerns English teachers. Pearson’s own report, Diversity and inclusion in schools, reveals that teachers feel that their curricula are not fully representative of the communities in which they work. The results reveal that teachers feel most concerned by the under-representation of people of identify as non-binary and people identifying as LGBT+. The report goes on to list a variety of different reasons as to why this representation is important. These reasons include:
- creating a sense of belonging for staff and students alike
- reducing instances of bullying and mental health problems
- reducing barriers to achievement
So how do stories help us achieve this? Narratives have long been at the heart of teaching and learning and real-life stories have the potential to inspire students. For example, research conducted by Immordino Yang shows that experiencing human stories can motivate students into action and that the best learning takes place when students care about what it is they’re learning.
If stories have the potential to motivate students and to make them care, it’s clear that there’s a reason to embed them in our curricula. More than that, it’s clear by ensuring there are a wide range of diverse voices included, it has the potential to improve student wellbeing and progress too.
How can this be achieved?
Lyfta is an educational platform that allows students to travel the world without leaving the comfort of their classrooms. Teachers can teach lessons or set lessons for students to complete independently, that take them into Lyfta’s 360° storyworlds. Storyworlds are immersive environments that contain images, 360° videos, articles and short documentary films. These short documentary films connect students with individuals from the communities that they are visiting. All of Lyfta’s documentary films contain an inspiring central character who models resilience, problem solving and positive values, supporting students to think creatively and critically.
Lyfta has a wide range of lesson plans for teachers to use, to support them to successfully embed diverse narratives into their curriculum. These lesson plans are mapped against 12 different subject areas, cover a range of protected characteristics and all 17 of the United Nations Sustainable Development Goals.
We’ve seen great success of teachers using the platform with students from key stage one all the way up to key stage five. We know that students enjoy their lessons with Lyfta with 94% of Lyfta users indicating that their students are highly engaged or enjoy using Lyfta.
What impact will it have?
When assessing the impact of our work, we’ve seen that not only do students enjoy using the platform but that there are a number of other effects on their personal development and educational achievement too. Students at a sixth form college in Kent describe the experience of recognising the shared experience of humanity across the world, describing the moment they realised that the people in Lyfta’s documentary films were ‘thinking about the [same] things we do in our everyday lives’ and that preconceptions or ‘assumptions’ the students may have had beforehand ‘were undone’.
In addition to this work done at a secondary school in Essex revealed that Lyfta’s wide range of documentary films and storyworlds helped teachers to embed school values, with the vast majority of students finding that their understanding of their school values increased after completing a unit of work, using Lyfta lessons. In exploring values across the world, students are able to see our shared human values, thus normalising diversity and helping students to understand that we have more in common than our perceived differences.
These findings are also supported by independent research, conducted by the University of Tampere in Finland. This research revealed that ‘the multi-sensory and participatory nature of immersive 360° experiences led to a decrease in learners’ sense of social anxiety about meeting people from different cultural backgrounds. Engaging with new people in an immersive virtual setting gives students the opportunity to identify common interests and, as a result, develop more positive feelings towards them.’ Therefore, the way Lyfta helps to normalise diversity has two significant implications; first, it helps to reduce anxiety and prejudice amongst those students who feel worried about others who are different from themselves. Secondly, for those students who may have experienced discrimination or marginalisation, Lyfta’s storyworlds and documentary films also allow them an opportunity to see themselves reflected in the stories presented to them at school.