Full Description
A third of all children in our schools are from racially minoritised backgrounds. Yet the data on attainment, exclusion, progression and representation indicates that our education system is structurally racist. Unity in Diversity explores the unconscious biases at play in our schools and demonstrates how educators can address this by improving representation in the curriculum, staffroom and on the governing/trust board. Drawing on case studies from leaders, this book demonstrates what schools are already doing to create an impactful anti-racist ethos and how these strategies may be applied in practice.
Written by an experienced headteacher who has supported a diverse range of schools in improving their race equity, each chapter addresses a different aspect of race inequality and provides practical strategies for overcoming it. This book empowers readers:
To acknowledge that systemic race inequality exists in schools and that this necessitates an anti-racist approach
To become comfortable talking about race and to create safe spaces for staff and students to engage in discussions about race
To address unconscious biases and white fragility and to examine the inequality and underrepresentation of ethnic groups
To audit all aspects of educational provision to determine what needs to change and to action and implement this change with lasting impact.
Schools and teachers can play a major role in eliminating systemic racism in society. This book is an essential read for any teacher, leader, governor or trustee who is restless to address race inequity in our education system, creating a more equal and represented school community.
Contents
Part One: Race inequity in education; 1. The problem laid bare; 2. Experiences of being a child of colour in an English school; Part Two: Developing racial literacy; 3. The unique and critical role of the leader; 4. The power of language; 5. Confronting assumptions, biases and privileges; 6. Addressing the effects of stereotyping; Part Three: The Curriculum; 7. Getting ready to diversify and decolonise the curriculum; 8. Taking steps towards an anti-racist curriculum; 9. Selecting books and resources; Part Four: Recruiting, retaining and developing a diverse body of staff, governors and trustees; 10. Recruitment; 11. Retention of staff of colour; 12. Development and promotion of staff of colour; 13. Conclusion
