Tag Archives: inclusivity

Matthew Piercy

Time for Action: Reaching Unity in Diversity

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I am sitting in a room surrounded by fellow teachers and administrators, mindful of our physical distance. A grin on my face, not because we just successfully concluded our fifth week of classes. Rather, I am tickled by the irony.

Distanced, we discuss “togetherness.”

More specifically, intercultural competencies was to be the focus of our dialogue. I felt privileged to have the time and space to converse openly because so critical is the work that needs to be done. As part of an international school, one that clearly is not American-centric, we must first consider our context. With students and faculty cultures representing more than sixty nations, there is credence in remaining cognizant of the influences of the host country culture. Possibly the country power structures may even be more hierarchically structured than egalitarian. Furthermore, it would be remiss to not acknowledge the large degree of diversity representative in the range of people’s experiences and quite possibly, readiness to reflect on privilege, equality, and oppression.

Over the summer I wrote an article titled, “An Authentic Response to Take Action.” In it I ask, “Might 2020 be the nascence of more leadership from the heart. Passion hangs heavy in the air, as people imagine a tomorrow they long to live in. Changes bent on solutions, not blame, as millions get down on bended knee in silent protest.” The protests have not abated, if anything they have grown more intense. All this amidst an uncontrolled pandemic and under apocalyptic skies of the Wetern United States. In this same post I introduced Safaa Abdelmagid and her open letter to SEARCH Associates published on June 8. In it she concludes, “Do better, Search Associates, much much better. Start by being honest…Own your privilege and use it to serve those who truly deserve it.” For context, this was but three days after the tragic death of George Floyd.

Then, August 26 The Search Associates Team and CEO Jessica Magagna, responded with their own letter. Addressed, “Dear Search Associates Community,” Magagna cites “tangible actions and evidence of change.” A move beyond awareness and to greater responsibility. Clear points outlined by a 3-section plan, where actions are determined immediate, by the end of December 2020, and by the end of March 2021.

The school where I am employed endeavors to determine measurable action points as well. Thankfully, we too were challenged, most notably by alumni, as they shared their experiences and offered suggestions. The conversations with this invaluable group will continue.

There is much work to be done. The issues do not begin, nor end with race. The move is to reflect, take ownership, and become far more inclusive. So our school, the people but also the systems, are more fully equitable to all cultures; be they defined racially, linguistically, by gender, sexual-preference, or ability. Schools must take a stand. Furthermore, akin to SEARCH associates, a degree of poise but also power must be established. A power which links us as human beings. Our minds simply will not think the way out of this. Our hearts are to play a key role as we feel our way into a reality so many have felt, for so long.

The good news is, the iGen or Generation Z, consistently proves itself to be more accepting of differences than previous generations. It is us educators but moreover the institutions and broader cultures that need to “catch up.” A sensible starting point is to begin by having these long overdue conversations, determining our priorities.

Mahatma Gandhi advised us well when he said. “Action expresses priorities. Our ability to reach unity in diversity will be the beauty and the test of our civilization” The time for action is yesterday.

Emily Meadows

Transgender School Policy: What’s Yours?

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Unless you are a novice educator, you have taught transgender students. You may not have realized it at the time, but I assure you that you have. Increasingly, educators are becoming aware that they have transgender kids in their classrooms, which can sometimes catch us off-guard. Most of us do not have formal training, or even experience, meeting the needs of transgender children. Yet, when a gender nonconforming child is placed in our care, everyone from senior leadership to classroom teachers to instructional assistants will appreciate having clear guidance on how to support them.

What Does Transgender Mean?

Transgender describes someone whose gender identity does not match the one they were assigned at birth (usually based on external sex characteristics). Transgender people may be ‘out’, or not; their gender identity (how they feel inside) may match their gender expression (how they present themselves on the outside), or not. There is a lot of diversity in gender nonconformity, and some countries or regions may use different terminology for similar concepts (i.e. Hijra for our friends in South Asia, for example).

Why Do We Need a Transgender Policy?

If you haven’t yet been asked how your school supports transgender and gender nonconforming children, you will face this question at some point. International schools around the world are finding that families with transgender children are applying to attend, or that a current student may be transitioning. This happens in religious schools. It happens in conservative countries. It happens in elementary and primary divisions. The interests of the school and, most importantly, of the child, will be best served if a solid policy is in place. Schools that take the lead here will find that they are on the forefront of child-centred practice in the international community.

A Model Policy for Schools

GLSEN (pronounced ‘glisten’) is a non-profit organization whose mission is, “To create safe and affirming schools for all, regardless of sexual orientation, gender identity, or gender expression”. They are leaders in the field, and backed by research, so you can feel confident referring to them for sound advice. GLSEN’s transgender model district policy  offers school decision-makers sample language and reliable advice on topics as varied as student gender transitions, parent/guardian involvement, access to gender-segregated activities and facilities, and dealing with media requests. You could literally copy/paste their text into your own handbooks; it is written with schools’ needs in mind.

Transgender Policy in International Schools

International schools generally exercise a degree of independence from both local and foreign regulations, while also operating within at least the partial confines of both. Naturally, these responsibilities need to be taken into consideration before implementing any new policy. That being said, GLSEN’s suggested policy document uses straightforward language that would suit many international contexts. And, while I encourage you to consider adopting the model policy in its entirety, it is neatly organized and concisely written so that it would be possible to lift out the sections that are most relevant to your school as a starting point, until the full text could be approved.

Not So Sure?

Many people, even well-intentioned school leaders, harbor bias against gender nonconforming people. While we, as professional educators, are committed to serving all of our students, we may still find ourselves neglecting to protect transgender children in the same way we look after others. Decision-makers may feel nervous about endorsing policies that so much as acknowledge the presence of transgender children at their school. This takes some courage and forward thinking. We still have a long way to go in ensuring equal educational opportunities for transgender and gender nonconforming students around the world. A proactive policy is a step forward in making our international schools safe and inclusive places of learning.

Can I help? If you are interested in updating your transgender policy, but have questions about how to do so in a manner that is consistent with your school’s mission, stakeholders’ values, or local context, please do not hesitate to contact me. I would be delighted to serve as a resource.