"Race, Identity and School Leadership" Programme
A Race Equality Programme for School Leaders who want to embed change and create new possibilities for future generations.
“Race, Identity and School Leadership” Programme
A Race Equality Programme for School Leaders who want to embed change and create new possibilities for future generations.
Context
Following the protests and riots in August 2024 triggered from racist behaviour as well as through the Black Lives Matter Movement in 2020, race equality and social justice have now been firmly placed back on the agenda and schools must be at the forefront as agents for change.
The ensuing events in the UK and across the globe demonstrated why there can be no papering over the cracks if the dream of race equality is to become a reality for us all.
Society needs to be transformed and our Headteachers and Senior School Leaders have a key role to play in its transformation.
Headteachers shape the culture, the vision, the ethos of their schools and hence through their actions, determine what race equality and social justice look like within their own contexts. And so, it is vital School Leaders develop the self-awareness, knowledge and competencies to drive this work forward.
This work is challenging work, but it is the right work. As it is only by leaning into the uncomfortable spaces and finding help and support that something new, something better, can be brought to life.
To help leaders in MATs, schools, local authorities and other education bodies who are looking to undertake this important work, we have developed our ‘Race, identity and School Leadership’ Programme.
This programme is designed to bring about long-lasting change and impact whole School Leadership learning, policy and practice.
What is the Purpose of the Programme?
The underpinning philosophy of the programme is that of Ubuntu:
“Ubuntu is the essence of being human. We say a person is a person through other persons. We are made for togetherness, to live in a delicate network of interdependence.”
“I need other human beings in order to be human myself. If one person is dehumanised then inexorably we are all diminished and dehumanised in our turn.”
Desmond Tutu
What will the programme provide?
The programme provides supportive and non-judgemental learning environments where School Leaders can:
- Develop the agency, confidence and racial literacy necessary to effectively tackle and explore issues around race in their individual school contexts
- Overcome the emotional and psychological barriers associated with discussing race (e.g. fear of making mistakes or causing offence)
- Create and refine personalised strategic approaches to best support the achievement and experience of pupils of different races and backgrounds
- Develop more inclusive and anti-racist school cultures where pupils and staff alike feel listened to and understood
Programme Structure
This is a two-year long school improvement programme, designed to impact leadership policy and practice. The programme consists of four elements:
1
Race Equality Workshops
2
Reflective Enquiry Sessions
3
Orientation and ‘Review, Reflect, Return’ Sessions
4
Race Literacy Coaching (Optional)
Race Equality Workshops and Reflective Enquiry Sessions
- Reflect on personal learning experiences to understand educational implications of race
- Advance their knowledge on key issues and principles of racial equality, race socialisation and social justice
- Create new leadership narratives that can help to shape school culture, climate and ethos
- Learn how to engage in school-wide dialogue that will inform professional practice and impact positively on the lived experiences of all pupils
Racial Literacy Coaching
We understand how destabilising it can feel internally when you are coming to know yourself differently with regard to race and the need for safe spaces to support this inner growth.
That’s why we also offer Racial Literacy Coaching to provide private non-judgmental space where leaders explore personal challenges, insights, and achievements along the way. This coaching can help leaders to develop:
- Enhanced self-awareness and ability to understand how their own racial identity can positively support this work
- A greater sense of personal fulfilment and confidence when leading on and discussing race with peers and others
- Enhanced understanding of personal strengths and areas for development and how to work with both, for the benefit of self, others and the wider school community
- Better relationships founded on a secure understanding of race dynamic
Programme Content
Year 1
Introduction to Race and Identity
Orientation Session
This introductory session outlines the programme aims, content and structure for the group.
Race and Pedagogy
Workshop
By the end of this module, you will have had an opportunity to:
- Considered strategies for staying present in conversations about race and racism
- Explored the emotional and psychological dimensions of race
- Reflected on the dynamics of inter and intra personal relationships
Race Talk
Reflective Enquiry Session
By the end of the session individuals will have:
- Explored the dimensions of racial literacy
- Increased their own self-awareness with regards to competency development
- Considered personal lines of enquiry for the programme
Race and Socialisation
Workshop
By the end of the session, individuals will have:
- Explored social norms and their impact on the race socialisation process
- The race socialisation cycle
- Related the race socialisation cycle to their own leadership narratives and practice
Integrating Racial Equity with School Priorities
Reflective Enquiry Session
By the end of the session, individuals will have:
- Identified their vision for strengthening racial equity practice in their role
- Explored opportunities and challenges with colleagues
- Identified next steps
Race Identity Development (RID)
Workshop
By the end of the session, individuals will have:
- Deepened their understanding of RID
- Explored personal significance
- Identified how to incorporate in building anti-racist cultures
Integrating Racial Equity with School Priorities
Reflective Enquiry Session
By the end of the session, individuals will have:
- Shared progress with their line of enquiry
- Explored opportunities and challenges with colleagues
- Identified next steps
Year 2
Identifying the Hallmarks of Strong Anti-Racist School Cultures
Workshop
By the end of the session, individuals will have:
- Identified steps for embedding learning and best practice
- Explored aspects of liberatory consciousness
- Considered steps for maintaining an anti-racist school culture
Integrating Racial Equity with School Priorities
Reflective Enquiry Session
By the end of the session, individuals will have:- Shared progress with their line of enquiry
- Explored opportunities and challenges with colleagues
- Considered their areas of impact and influence and what will be shared in the final session
‘Review, Reflect, Return’ Session
Evaluation Session
By the end of the session participants will have:
- Shared with peers key learning from personal lines of enquiry
- Identified personal and school wide strategies for maintaining best practice
- Celebrated their own learning and progress made
Creating A New Narrative
How White Headteachers and MAT CEOs can Champion Anti-Racism
Testimonials
"Most of our schools that have been through the programme have come out saying this is some of the best professional development they’ve ever had. It’s empowered our schools to take ownership of the race equality agenda, led to wider cultural change and already had a measurable impact as hoped. But best of all - we now have people driving behind it, so this work will carry on even after I’ve gone.."
“The programme has helped us to build a far greater understanding of what it means to be an anti-racist school and how and when to act when it comes to tackling issues around race. Perhaps one of the best things about the programme is that doing this sort of CPD is that it brought us closer together as a team..”
“I expected to learn and to be challenged, but I wasn't prepared for the really significant shift in thinking that I would experience, or indeed the deep connection I would feel with my group members and with the process. I think all senior leaders should do this programme as we all have individual responsibility to try to dismantle pervasive racist structures within our organisations in a responsible and long-lasting way for ALL the students we serve.”
“This has been the most incredible programme which has offered a safe space to learn, self-reflect, challenge and discuss with other professionals race and identity. I’m now in a place of confidence to go forward and make a consistent and effective change for our young people who are feeling they have no racial identity or feel oppressed and lack self-worth.”
