Intensify learning by broadening student perspectives and school equity
Decolonisation is often misunderstood. At its most basic level, in educational terms, it is a reflective process whereby the vested interests, agendas and narratives surrounding the presentation of knowledge are challenged and analysed. Consciously and unconsciously knowledge is presented to our learners through a particular lens that focuses and highlights certain aspects of episteme whilst shrouding and silencing others. Traditionally this lens is white, male and euro-centric in condition. By auditing our curriculums and re-examining the justifications behind the inclusion and omission of content, certain patterns emerge. These patterns traditionally include the exclusion of minority-ethnic accomplishments across subject areas and a subtle fetishizing of harmful narratives.
When executed effectively, the benefits of Decolonisation are substantial. Students report feeling profoundly more visible, included and represented by their schools. This in turn intensifies the depth of both investment in school ethos and engagement with academia. By placing an importance on the valuing of individual culture and lived experienced, global citizenship is fostered and encouraged. By honing students’ critical thinking skills, encouraging them to challenge assumed wisdoms and knowledge embedding them with the habit of approaching issues from multiple perspectives; we enrich our student’s whole development, creating autonomous, curious and empowered citizens.
BENEFITS OF ATTENDING
- Gain insights into the correlation between an expanded school provision and the increase of whole school attainment
- Discover new knowledge concerning structural barriers and enablers within the education sector
- Increase awareness of the intricacies pertaining to the experiences of students from underrepresented and/or marginalised backgrounds
- Develop tactics to effectively combat complacency towards equity, inclusion and individual attainment
- Take away practical strategies to implement school-wide raising of attainment through content expansion and diversification
- Connect with education leaders who possess varied expertise in the field of equitable education
- Pranav Patel – Founder, The Teacherist
- Dr. Marlon Moncrieffe – Senior Lecturer, The University of Brighton, School of Education
- Dr. Nick Dennis – Director of Studies, St. Francis College, Letchworth
- Nathalie Richards – Co-founder & CEO, Edukit
- Shalina Patel – Founder, The History Corridor & 2018 Pearson Teacher of the year
- Ashish Kundi – Founder, Teacher Consciousness
- Penny Rabiger – Director of Engagement, Lyfta
|DATE||Online | Wednesday 23 June 2021|
|WHO SHOULD ATTEND?||
9.50 – 10.00am: Introduction to Conference Theme
Luke Nicholson, Academic Course & Conference Producer, Keynote Educational
10.00 – 10.40am: Keynote 1 – A metric of excellence: illustrating outstanding Decolonisation in practice
Decolonisation is an oft misunderstood term that in practice goes far beyond a simple ratio of what is and isn’t taught in our schools. In this Keynote, Pranav Patel (The Teacherist) goes beyond the urgent need for whole-school decolinity and its implementation, offering a metric for what excellence in execution looks like and tell us how ALL students benefit from its effects.
Pranav Patel, Founder, The Teacherist
10.40 – 10.50am: Q & A
10.50 – 11.10am: MORNING REFRESHMENTS
11.10 – 11.50am: Broadening the narrative: navigating the logistics, subtleties and nuances of whole school change
School identities, ethos and cultures are delicate, finely woven tapestries. Even when in dire need of evaluating, broadening and some in instances utterly changing, the task is littered with hazards. Here, Dr. Nick Dennis talks us through the subtle nuances for whole-school change from a leadership perspective and advises on where to start and what to be aware of along the journey.
Dr. Nick Dennis, Director of Studies, St. Francis College, Letchworth
11.50 – 12.00pm: Q & A
12.00 – 12.40pm: Keynote 3 – How to applaud antiracist action whilst denouncing performative tokenism
Misguided social media postings suggest that the work needing to be done from the corner of allyship is comfortable and easy; greatly minimising the extent of the task at hand to dismantle systemic racism. Token policies or collaborative activities look good for Ofsted but do little to actually change whole-school cultures. It is the slow, grinding, consistent daily work of Anti-Racist action that alters perspectives, removes barriers and reimagines institutions. It is this work that must be recognised and applauded.
Dr. Marlon Moncrieffe, Senior Lecturer, The University of Brighton, School of Education
12.40 – 12.50pm: Q & A
12.50 – 13.50pm: LUNCH
13.50 – 14.50pm: Strand One
|1A: ‘The obstacle is the way’, combating challenge throughout your schools decolonisation process
An essential schematic on how to shield against and combat systemic challenges experienced whilst activating de-colonial initiatives; such as sustaining whole team unity, implementing new strategy and diffusing resistance.
Pranav Patel – Founder, The Teacherist
|1B: Buffering against the adverse effects of racial trauma experienced in education
Often, misunderstanding and lack of edification result in the ineffective handling of specific issues pertaining to the educational experience of minority ethnic students. This workshop will cover a range of ideas on how to pre-emptively combat these issues.
Nathalie Richards, Co-founder & CEO, Edukit
|1C: The historical consciousness and urgent need for critical multicultural education
By examining the experiences and perceptions of migration and settlement in Britain we uncover a potential methodology for how to decolonise and advance the teaching and learning of academic History.
Dr. Marlon Moncrieffe – Senior Lecturer, The University of Brighton, School of Education
2.50 – 3.00pm: AFTERNOON BREAK
3.00 – 4.00pm: Strand Two
|2A: Fostering global citizenship by broadening student perspectives
Our duty to prepare students for the world naturally goes beyond the variety of subjects they study. In an ever more globalised landscape our students understanding of their status as citizens must push beyond nationalised fixations. Representative curriculums and explicitly inclusive teaching benefits all students by readying them for synergetic workplaces, where differences are celebrated and similarities uniting.
Ashish Kundi – Founder, Teacher Consciousness
|2B: Bringing the world to your classroom, wherever you are
Lyfta invites students to experience different cultures and perspectives. It gives them the opportunity to see, and form a connection with, positive human stories from around the world – modelling resilience, problem-solving, teamwork, and many other critical skills, values and competencies.
Penny Rabiger – Director of Engagement, Lyfta
|2C: Imagining, crafting and enacting The Decolonised Curriculum
Practical advice and techniques for commencing the process of curriculum decolonisation including methods for implementation, delivery and assessment with a focus on whole-school attainment.
Shalina Patel – Founder, The History Corridor & 2018 Pearson Teacher of the year
Pranav Patel has 16+ years of teaching experience working most recently as an assistant principal. His NPQSL project was to lead whole-school coaching and as a mental health and BAME advocate, he recently featured in the documentaries ‘Why teaching is making me ill’ and ‘Black teachers are leaving the profession due to racism’. He delivered a paradigm-shifting TEDx talk and has various other TV and media appearance under his belt. He is a self-professed ‘outward-facing leader’ and is in the process of writing a book with John Catt Publishers by the same title.
Dr. Marlon Moncrieffe
Dr Marlon Moncrieffe leads in the field on research into the history of minority-ethnic group participation in competitive cycling in Britain. His ground-breaking race education work entitled ‘Made in Britain: Uncovering the life-histories of Black-British Champions in Cycling’ has won wide acclaim for illuminating issues of racial inequality, mono-ethnic representation and the need for anti-racism discourses to support broader inclusion and diversity. His research has featured on BBC Television and Radio; ITV Cycling Tour de France; USA and Australian Radio. His continuing research on curriculum development advances Initial Teacher Training and Primary School education through the use of narrative inquiry as a method for teaching and learning on Race Equality. He focuses particularly on the application of 20th century Black-British history and its cross-cultural interaction with White-Britain for helping to advance education, teaching and learning about fundamental British Values (civic national values) and for ‘Decolonising the Curriculum’. He takes an interdisciplinary approach to research through education, history, sociology, arts and humanities.
Nick Dennis is currently Director of Studies at St. Francis College and a History and Politics Teacher with experience in both the state and independent sectors. He has presented/co-written a series of documentary films for the World History Project where he also sat on the teaching board. Nick is a Fellow of the Schools History Project, the UK’s leading historical education and curriculum design think-tank and a curriculum expert for one of the world’s leading ski academies, Apex2100. A member of the Girls’ Schools Association (GSA) Inclusion Committee, the Independent Schools Council (ISC) staff and governor inclusive recruitment group and a trustee of a 300 year old educational charity based in London.
Nathalie Richards is the co-founder and CEO of EduKit, a company that helps schools to ensure ALL students are able to access life-changing support in order to achieve their potential. Going strong for over seven years and with over 150,000 students having taken EduKit Insight surveys, the company has connected thousands of schools with impactful youth interventions via their free Connect service. In the summer of 2020 in the midst of the pandemic, they worked with schools to launch a powerful Wellbeing mobile app to ensure that all children would have critical mental health support at their fingertips. Through their Daily Enrichment webinars, launched during the school closures of Jan 2021, they ensured that young people received the inspiration and emotional support they desperately needed. EduKit received a 2014 Department of Education Award for Innovation and a finalist of the BETT 2015 Technology awards.
Shalina Patel is the founder of ‘The History Corridor’ an Instagram Account that teaches hidden histories and colonial truths that has over 14k followers. She is the author of ‘Anti-Racism – How to review and re-frame your curriculum’ and in 2018 won the Pearson Award for Secondary Teacher of The Year. She is currently The Head of Teaching and Learning at Claremont High School Academy in addition to teaching KS3 & 4 History.
Ashish Kundi is the Founder of ‘Teacher Consciousness’, a blog that promotes curriculum decolonisation and provides reflections and insights into leadership development. Additionally, he is the Hindu thought leader for the East Riding Standing Advisory Council, the leader of ‘YorkshiR.E’ and The Head of RE & PSHE at Bridlington School. As a nationally acclaimed thought leader, Ashish has worked with Radio 1 contributing to various podcasts on issues of diversity. He is the co-author for global magazine ‘RE Today’, where his work focuses on providing authentic Hindu thought. As an Anti-Racism Consultant, his most recent work is with The NATRE developing resources to promote Anti-Racism in schools by empowering teachers across the country to engage in conversations with confidence.
Penny Rabiger is a teacher with 10 years’ experience, was one of the founding directors of The Key for School Leaders and is currently director of engagement for the Finnish education organisation, Lyfta. Lyfta makes awe-inspiring digital learning experiences to foster empathy and global understanding where teachers and pupils can access stunning immersive story-worlds and curriculum-based lesson and assembly plans. They have been working with British Council over the last two years to deliver the Connecting Classrooms through Global Learning programme.