Immigrants Speaking English? Again?

Chuka Umunna’s assertion that migrants need to learn English to avoid living parallel lives is most disconcerting. I heard this assertion over two years ago from less savoury quarters and was moved to comment on it at length. I won’t repeat what I said, as tempting as it is, you can read that for yourselves. When Sajid Javid proffered a similar point in 2014, I was embarrassed to see a man from an ethnic minority background with his feet firmly under the desk waving a stop sign to immigrants following in the same path as Javid’s family. It is not the first time I had heard a person of colour saying that new immigrants to the nation must meet a standard that they themselves had not been set, and it won’t be the last time either.

What irks me this time is that it is Labour minister making the assertion and it irks me on several levels. Let me explain. I am painfully aware, as a Labour voter, of the pressure the party is under to be something new, to reincarnate under a messianic leader and to be a credible opposition to a government that has had very little contest in the time it has taken to sort out who’s in charge at Labour HQ. But is this where the Labour Party is going? Did someone send a memo that said Nigel Farage is doing okay with voters in the north and I think we should put out statements that sort of sound like him?

One of the problems with Chuka Umunna’s declaration is that he is a bit late to the party. The Casey Review was commissioned over a year ago by the Prime Minister and Home Secretary, with a remit to investigate integration and opportunity in isolated and deprived communities. The review was released in December 2016. In its 199 pages, it outlined the reasons why learning English if you are new to the country is a good idea. It outlined clearly and with a sense of compassion that life is much harder for immigrants that do not speak English. No one can argue with that.

Take this and the fact that government policy on requirements for immigrants to speak English to be able to gain citizenship or leave to remain seems to be fairly clear – and I am left wondering: why bring this up now, Mr Umunna? Visit www.gov.uk and check the pages on immigration. It’s there. There’s a 15-page list of where you can take the tests to prove your English proficiency before or after you arrive.

So who is Chuka Umunna talking about? What kind of migrant? Refugees? The government have declared they are exempt from the requirement. Transient economic migrants? How do you enforce compulsory classes on a transient population? Established communities living parallel lives, then. I would argue that it would be even harder – and more expensive – to enforce language classes on high-ethnic minority concentration areas such as Bradford. Not because I think people would be unwilling. Immigrants do want to be able to communicate. But there isn’t a solution to that until somebody coughs up the money it would take to cover it. And who is going to explain that to austerity Britain, already chomping at the bit, that tax payers’ money is being spent on funding for immigrant language classes? I would volunteer, but I’m too busy trying to work out how to provide a quality education to students while the Conservative government merrily chips away at the finances.

Crucially, how do you make it happen when two years ago funding for ESOL delivery was slashed – in fact, when funding for ESOL has halved since 2009? I doff my hat to Sajid Javid for finding £20 million for ESOL for Muslim women, who are less likely to learn to speak English than other newcomers. But it doesn’t fix the gaping hole in ESOL funding. It’s still staring at us, while we stare at already marginalised communities and demand that they learn to speak properly.

That’s why Chuka Umunna’s lack of clarity makes me uneasy. That and the fervent desire to hear a leader say something refreshing and new about the society in which we all live and work. Focusing on immigrants speaking English, without a clear funding plan and without having considered the current government’s stance on this, seems a little pointless. Dear Labour Party: give me more than rehashed UKIP fodder, with a side of Conservative Javid.

Originally published as ‘It Costs Money to Teach Immigrants English, Mr Umunna’ on Huffington Post UK

Edbite: Verbal Feedback Self Audit and the Drill Down Teachers

This is the first of a new series of mini-posts sharing the work I have been doing in developing teaching and learning, through a weekly forum and bulletin, observation and feedback.

If feedback be the food of love, verbalise on…

So ignoring the tenuous Shakespeare reference, I’ve been scribbling down some ideas on how to develop verbal feedback. It’s my teaching and learning forum topic of the week.

In all the observations I carry out, there is a striking difference between the teacher that nails it year in and year out in terms of outcomes for students.  This is the teacher who understands how to orchestrate the best verbal feedback.  The teacher who gives feedback like their life depends on it. The teacher who can turn the feedback into molten gold.

I call this kind of teacher the ‘Drill Down’ teacher.  They take a response and drill down into the core of it.  You can tell when you watch the Drill Down teacher that they have heard the student response and these questions are going through their heads:

  1. Is it correct?
  2. How correct is it?
  3. How might it be more correct?
  4. What’s the flaw?
  5. What’s missing?
  6. What’s the misconception?
  7. How can I show them without just telling them?
  8. What do they need to be able to do?
  9. What are the stages of this learning?

Bear in mind I’m not talking here about quick-fire recall questions here.  When students give a opinion or process response, that’s the pivot moment that tilts to stagnation or to progress.  Learning is most visible in these moments.

What kind of verbal feedback do you give?  How do you get even better at it?  The Verbal Feedback Audit attached here is useful for you as an individual to review your practice, or as a tool for development of groups of teachers. I’ll be combining it with filmed practice from an experienced teacher, asking less experienced teachers to analyse the ways in which effective feedback is given.

edbite-verbal-feedback

effective-verbal-feedback-strategy

 

 

The Red Pledge

I’m about to make people uncomfortable.  If you’re of a sensitive disposition, or if you’ve ever said the words “why can’t we have a men’s movement/party/international day?”, then it’s probably best to look away now. We can’t talk about leadership of schools without talking periods.

There.  Did you squirm?  Did you move away from the computer screen (checking your seat surreptitiously as you did so?) Look, I have some questions for my female colleagues on this most female of issues.  As women leaders, I’d like you to ponder on the following questions.

1) Does your institution provide free pads/tampons for staff? (And stop calling them ‘sanitary items’!) In my experience, if you’ve been caught short and you work in the back end of beyond, then nipping out to the shops is pretty much a no-go.  Why haven’t you demanded that this essential item be provided and staff told where they are?  Dispensers would do, right? Can’t we at least ask someone?

2) How does your organisation make provision for menstruation-related illness? How many times have you gone to work in agony, thinking I’ll just take some painkillers and I’ll be fine?  I’ve known vomiters, fainters, heavy bleeders, pelvic pain heroes and all sorts.  No where is it noted that leave relating to menstruation is acceptable.  What if we have a clause in sickness policies that if you have a genuinely horrific experience every month, you won’t be hauled in to the HR office to discuss your absence that morning, that day, that afternoon when you thought your insides were making a swift, sharp exit?

3) Gynaecological issues.  I have a misbehaving uterus.  This summer I experienced a hystersoscopy without anaesthetic and I thought I was dying.  I had to wait until a holiday to have it done, because I knew I’d have to take time off to find a rogue Mirena coil and that it would bloody hurt.  Could I have done that in term time without struggling to explain that a piece of plastic was lost in my nether region to my male headteacher? I’d like to think so. But I would have been mortified doing so.  What do we do as women leaders to make it easier to have these discussions?

I appreciate that not everyone experiences menstruation and gynaecological issues in quite the same way as I do – we are unique flowers after all. But when do we start making it easier for women to talk about all of this? When do we start feeling like we can without feeling like wilting reeds?

Join me in my Red Tent to discuss.  Bring your own incense and rags. And pledge to speak more openly about periods with everyone.

Where are the Female Headteachers?

I decided to go out on a Tuesday night in the middle of exam season.  Before you get carried away with a largely inappropriate vision of me out on the proverbial, my days of wearing purple wigs and sashaying the night away to trance music are long behind me.  My idea of a night out these days involves some sort of teaching event that carries the promise of a glass of wine or two and sure enough, one came along last week in the form of a panel event organised by Teach First on ‘Women in Leadership: Education, Business and Beyond’.  I was happy to accept their invite to be a panel member, alongside Hannah Wilson, one of the co-founders of the WomenEd movement and Henrietta Baldock- Chairman of European Financial Institutions at Bank of America Merrill Lynch – one of Teach First’s partner organisations.  We were ably chaired by Fiona Rawes, the Director of Community Impact at Teach First, who ensured that as many voices were heard as possible at this important event.

We dealt with two official questions on the night, as well as a raft of well-thought out and provoking ones from an audience that was made up of about 100 women in teaching and business and precisely 2 men.  Hannah and I wryly noted that had the event been entitled: ‘Leadership: Education, Business and Beyond’, there may have been a greater balance between male and female delegates.  I do wonder whether taking out the gendered title at these events is the right thing to do.  We were due to talk about the lack of female headteachers and how to raise aspirations in the girls we teach.  To me and many of the women in the room, this isn’t an exclusively female issue.  As the night progressed, the ideas became more and more central: for more women to enter into positions of responsibility in schools, in businesses and in politics, support from male colleagues is essential.

When I left, I realised we had covered so much in the time given to us as panellists that it would be hard to capture all the ideas and questions in one place.  What I can do is provide a run-down of my points in response to the main questions.  And possibly leave with you with more questions to consider.

Question 1

Recent figures, released by the Future Leaders Trust, show that the overall proportion of women taking on headteacher positions is not reflected by the number of women in the workforce. A government report on the school workforce in England, issued in 2014, showed that the state education sector is 74% female, yet only 65% of headteachers are women. If these percentages were equal, there would over 1,500 more female headteachers in the UK – a number that the Future Leaders Trust believes could potentially fill many long-standing headship vacancies.

Recent research by the Guardian showed there are more men called John running FTSE 100 companies than all thfemale bosses put together. Among chief executives and chairs of FTSE 100 companies, there were 17 men called John (or Jean) – and seven women.

What in your view is the most important way we could influence a change with leadership positions?

In a groundbreaking study in 1975, Don Zimmerman and Candace West tracked the interruption rates in conversations between men and women.  The study can be read in its entirety at the link provided but the findings can be summarised succinctly in these tables:

same sex interruptions copy 2

mixed sex interruptions copy

Source: Zimmerman/West, 1975

Interruptions are interesting interaction mechanisms.  They serve to assert dominance and control in a conversation.  Ask a Year 10 student how Lady Macbeth asserts her dominance over her husband in Macbeth and she will tell you that she interrupts and questions.  It is ironic that she is seen as a manifestation of a witch for doing so and ‘corrected’ at the end of the play for her foolish attempt to control her husband and usurp the Elizabethan natural order.  The rota fortunae turns. Exit Lady Macbeth.  And yet we have a study here that shows that mixed gender conversations are rife with interruption.

How does this contribute to our understanding of where all the female headteachers are?  I explained that the results of this study, and all of the subsequent studies that proved the same phenomenon, are still being played out in education institutions and businesses today.  Women make up the majority of the teaching workforce and disappear as you climb the ranks into senior leadership, headship and governance – a fact reinforced by Warwick Mansell in The Guardian here.  If the daily experience of leadership in schools for women is working in environments not only physically, but verbally dominated by male colleagues, then why would anyone want to do it?  It is exhausting and demoralising.  And we might not even be aware of the issue and the reason why.

Rather than just pose the problem and pondered, I spoke about solutions.  The solution doesn’t involve flinging down your meeting agenda and storming out of the room, neither does it involve shouting louder than your interruptor.  It is the rain that grows flowers, not the thunder (thanks Rumi).  Women have to train themselves to deal with interruption so they can be heard.

If this was the only problem then we’d be fine because women would just do this and make progress.  I talked about ‘Askers and Guessers’ at the WomenEd Unconference in last year and I came back to the topic on Tuesday night.  I read Oliver Burkeman’s article in The Guardian a long time ago and was citing the concept of Askers vs Guessers as his idea.  Only on re-reading the article last week did I notice that the original idea came from Andrea Donderi, a woman, on a discussion forum. Irony klaxon.

Untitled copy 2

The idea is simple. And it resonates with me as a female leader so completely because I am a Guesser.  I have waited for promotion and hoped someone would notice my work and assumed that if I just worked harder, longer, better, then I would be promoted.  And I stalled.  This wasn’t a result of male oppression.  This was me, not realising I could move into being an Asker.

 

If we want more women in headships, or being CEOs of MATs and global banking institutions, we have to coach and mentor them to be confident Askers.

Question 2

Looking to the next generation, it was reported last week that sexist bullying in schools is inhibiting girls from putting up their hands and speaking out in class because they fear appearing “swotty and clever”. Teach First works in collaboration with other organisations on The Fair Education Impact Goals. Goal 3 is – Ensure young people
develop key strengths, including resilience and wellbeing, to support high aspirations.
A recent report on data taken from pupils at Teach First partner schools explored this too – When asked if they felt comfortable asking questions in class, boys’ replies were between 8 and 11 percentage points higher than girls’. When asked “I am confident in my ability to learn what is being taught” girls’ responses were between 5 and 6 percentage points lower than boys.
 
What can we do to as figures of authority – mentors, line managers, teachers etc – to ensure we foster self-confidence and high aspirations in girls and young women?
I did almost fall out of my seat, so keen was I to answer this one.
Young women already have high aspirations.  The evidence shows that girls have systematically reported higher aspirations than their male peers for years.  They outperform boys.  The issue is not in aspiration.  Somewhere along the line, those aspirations fizzle and it is job as educational professionals to work why a girl who aspires to be an astronaut at the age of 10 not only fails to become one, but actively rejects the idea that she might be one.
I go back to interruptions here.  Because the study on interruptions does not apply only to adults in educational or corporate environments.  Kieran Snyder has continued to look at the phenomenon since Zimmerman and West started the process.  In this article, we can see that the interruption process – the assertion of dominance in conversation and discussion – starts at a very young age.  Snyder discovered the pre-schooler girls are much more likely to be interrupted by their male peers and the more boys there are, the more the interruption rate goes up.  How does this apply to teachers?  I was astonished to read that teachers reinforce the model of interruption in the classroon and reinforce gender stereotypes – both belittling female ability in the STEM subjects and belittling male ability in languages and arts. We are literally creating exactly the kind of society we want to avoid.
Is it any surprise then, as the article from Kieran Snyder suggests, girls are 1.5 times more likely to study STEM subjects if taught in single-sex environments?  I can imagine that the gender stereotyping, the interruptions, the fight for dominance, is less of an issue.  I am conflicted on the benefits of single-sex education, but these ideas are hard to ignore.
I made my views clear on how we raise levels of confidence – and I think this might be the basis of another article entirely – but we are not going to foster self-confidence if we send girls home en masse for uniform infringements.  The recent sending home of 29 girls because the length of their skirts didn’t meet with the approval of their headteacher not only reinforced the sexualisation of those girls, it suggested that their education was less important than the poor boys who may have been distracted or titillated by their ungodly flesh.
We are actively showing girls there is no point in aspiring.  We are doing it ourselves by interrupting them.  We are telling them that what they look like in the classroom is more important than the contents of their minds.
Teachers need to manage their unconscious biases on appearance and sexuality and all teachers – male of female – have to manage their interruption biases too.
I finished my answer to this question by citing my favourite documentary of recent years.  In Miss Representation, the phrases “you can’t be what you can’t see’ is used repeatedly.  Our girls need to see that women can take on roles and responsibilities at a high level. What do they see in school?  Chances are they see a male CEO of the MAT, a male headteacher, a mix of genders at senior and middle leadership and a hell of a lot of female teaching assistants.  The schools workforce data in 2014 shows that 91% of teaching assistants were female.  The message is clear.  There are jobs for the boys and jobs for the girls.
We are only applying for jobs if we are certain we can fulfil every aspect of the job spec.  And girls can’t be what they can’t see.  We have to step up.

What makes a brilliant team member?

“It takes two flints to make a fire.” –-Louisa May Alcott

You think you’re pretty good at your job, right?  At Teach Meet London, I spoke about whether great teachers are born or made.  I don’t have an answer; I want to ask the question to get people thinking about teaching and professional qualities that lead to outstanding outcomes for students.  In my Teaching and Learning sessions, I want staff to consider how their professional qualities make them great – and I want them to be specific.

There are times when I will find myself seeing the qualities I have listed in people and I will be overwhelmed by how grateful I am to have them on my side.  But, as with any job, I have been in situations where teams have become dysfunctional.  One can use as many leadership models as one likes to analyse their staff – a team is only as strong as its weakest link.  It takes individuals to step up and demonstrate professional qualities.  If I was hiring a member of staff, I’d want to see the qualities I’ve listed because those are the qualities I want in myself.  It’s no good as a leader writing a person specification that does not tie in with my own values.

Speaking of person specs – how many times have you seen the same qualities flagged up as essential?  Organisations pilfer person and job specs, particularly in schools and end up being less than specific about the qualities they want in their teams.  I’d like to actually see the list below on a person spec.  At least it would be clear and precise.  I want to poke out my own eyeballs when I see person specs that outline a requirement for a ‘good sense of humour’.  The last thing I want on my team is someone who needs to be told how to do every part of their job, but does a stunning impression of Donald Trump in kindergarten.

The list below isn’t purely a wish list for the ideal team or team member, it’s a reminder to myself of all I want to be.  I don’t think anyone can be all of the things below, all of the time – but it’s worth sharing with your teams to see whether they can remind themselves at intervals that the following qualities and professional skills make a team hum positively.  And it’s worth having somewhere so you can remind yourself as a leader what you want to be as part of the team you are part of.

  1. Resilient – reflects on failure and self-motivates to move on
  2. Intuitive – senses when others are struggling and steps in
  3. Empathetic – is able to see the work environment from another’s perspective
  4. Pitches in – doesn’t need to be asked
  5. Optimistic – comes in with a smile and keeps shoulders up and head up
  6. Constructively critical – can spot where errors might be made and flags up
  7. Solutions focused – finds the problem and suggests the solution
  8. Determined – for students and the rest of the team
  9. Productive – often underrated – can get a lot done in the time given
  10. Anticipates problems – and finds ways around them before making mistakes
  11. Intellectual – you don’t have to be a genius, just someone who ponders, reads and knows their stuff
  12. Precise and careful – someone who proofreads, checks and double checks
  13. Independent – doesn’t need their hand holding beyond the start of a role
  14. Organised – plans, schedules, lists – throws them out – does it all again

When a team gets to the point where these qualities are not evident – or certainly not evident in the majority of team members, the only possible result is underperformance.  And more pertinently, for education professionals, the result is good people leaving.  Workload is intense, the external pressures on staff can make or break people – but in my experience as a school leader, what makes people leave is other people.  That could be a member of Senior Leadership who forgets that they are part of the department team, whether they like it or not; it could be a staff member who doesn’t pull their weight, whose lack of enthusiasm for the job leads to tension and resentment; it could be that the middle leader isn’t precise and careful enough.

With a new half term about to swing into action – one that requires teams to be the best versions of themselves – I’m going to pin this up on my wall at work and give myself a daily reminder of the qualities I want to display.  And then I think it is important to hold people to account – not in having these qualities instantly – but to hold people to account for working towards them.  That’s professional development and quite often we forget as leaders that we have to develop the whole professional, not just their hard skills, knowledge and the mechanics of how they do their job.  We owe it to the education sector, in any case.  We need to develop good people. We want good people to stay.

 

10 Ways You Know You’re an English Teacher

A bit of froth for the holidays.  I found myself having the same thoughts I have every Easter break and realised that being an English teacher is part of my DNA now.  It doesn’t matter what position you take in a school, your inner-English teacher never goes away.

  1. It’s the Easter holiday and you are thinking about controlled assessment whilst consuming the last of your Waitrose Easter egg haul.  There are still children who were absent, or who missed an hour or two.  You need to catch them when you get back.  Maybe you can find a way to ring home in the holidays to remind them they need their texts.  Maybe you could go to their house to pin them down and make sure they don’t escape.
  2. You’re panicking because time is going too quickly.  You’ve counted how many weeks, no – days – are left before the first exam. And plotted out what you are going to teach lesson by lesson until study leave. Why is study leave even allowed? Why is the iGCSE so early again?  How many more Speaking and Listening exams do you have to record?
  3. You’ve mastered the art of teaching poetry at super speed.  One poem a lesson? Check.  Two poems if they’re both short? Check.
  4. You are not free on a Saturday morning between now and the end of June.  This is just how it is, right?  Other subjects have this too?  Lie ins?  Who needs lie ins?
  5. You harbour huge resentment against Maths – the subject and the department.  You all face the same pressure in theory.  School is measured by Maths and English – making or breaking a school’s reputation.  But – you secretly feel a superiority that you’re not ashamed of – English has to deliver not one, but two GCSEs in the same space of time as Maths.  Pah. You do it every year.
  6. You pride yourself on not having taught the same curriculum consecutively since 2004.  You don’t understand what Science and Maths are complaining about.  Science has stayed Science.  Maths has stayed Maths.  English, however, is the nation’s political football.  And we know how to handle this.  What are we teaching next term to Year 9 anyway?
  7. You quote Of Mice and Men incessantly.  Eating baked beans. I like mine with ketchup.  Reassuring your partner.  You got me and I got you that gives a hoot in hell about us.  Asking a sheepish question. George…?
  8. You wonder whether there’s any need for a new, Summer term notebook.  You’ve seen a lovely one and you’re coveting much.
  9. You own seventeen copies of An Inspector Calls/Animal Farm/Of Mice and Men/Lord of the Flies and Macbeth.  They are all on your shelf at home and yet you can never find a copy when you need one.  You do have all the copies of every poetry anthology ever published and you’re holding in to them just in case Gillian Clark and Ted Hughes ever come back onto the curriculum.
  10. You know you’re about to embark on the worst part of the year but you’ve realised that it’s like being in labour.  Every year this bit is bloody painful, but when Year 11, 12 and 13 go, you experience a state of bliss that makes you forget.  Then you do it again and it’s bloody painful again.

In all of this, we continue reading, teaching, learning and being the best pedants we can be.  Because we secretly love it.  Even this bit before exams.  Honestly.

Creating Citizens: The Political Teacher

 

On March 22nd, I found myself stranded in Brussels on one of the worst days in the nation’s recent history.  I was part of a 25-strong group of women who have been participating in the Fabian Women’s Network Mentoring Programme, an eight month long journey of political education for women who are either already involved in political life or are planning to be involved in some way, big or small.  The rationale behind the visit to the EU that day was to help the participants understand the workings of the EU.  For me, it felt like a brilliant opportunity – my knowledge of the UK system of government is patchy, but my EU knowledge is almost non-existent and there is only so long one can go on pretending to know what people are talking about in certain circles, especially in light of the forthcoming referendum.

After a fitful night’s sleep (the result of unfamiliar beds and an aching awareness of the early start expected the next morning), we arrived at the Visitors Centre at the European Parliament building at 9.10am, ushered in by worried-looking officials.  At this point, I hadn’t heard there had been explosions at Zaventem.  But soon enough, I came to learn of the hellish events not far from us. The official meeting us said we were lucky – the first group to arrive – no other groups were being allowed in, as a safety precaution. It was only when we sat in our first conference room that I switched my mobile data back on and read that 500m away, two stops from where I had exited the Metro, an explosion had been heard. I then learned, as the next hour descended into a melee of sending texts home to loved ones to assure them we were safe. All transport had been stopped. Eurostar was suspended. Getting home seemed a distant prospect.  We had been due to travel that evening.  I was expected back at work the next day. I had double Year 11.

The rest of the day seems hazy now.  We tried to continue as per the original schedule; some speakers had not arrived so there were adjustments.  But we did hear from from some brilliant speakers and I still learned enormous amounts about the function of the EU, the role of the MEP, the battles and frustrations and indeed, small victories, in working across party lines. “We talk until we reach a consensus,” said one MEP.  It felt like a grown-up version of parliament, where the theatrics and posturing of Westminster were very much absent.

On finally being allowed to exit the parliament building, our group was confronted with the sight of armed guards, bomb disposal units scanning cars and that strange quiet that I remember from London after the 7th July bombings.  There were very few people as we made a 45 minute journey back to the hotel on foot, to collect our luggage and find a way home.

It was enough time, as we walked, to consider what I was learning outside of what had been planned for us that day.  I am a teacher.  I had felt guilty being away from my students until that point, but now the guilt was tinged with a growing understanding that to make change happen in society, more teachers needed to engage with political systems.

And it occurred to me that very first thing that needs to change is the idea that teachers shouldn’t talk about politics.  I absolutely understand the reasons why teachers are in a precarious position if they do.  I am not particularly fond of the idea that Far Right views could creep into the classroom.  But by avoiding political conversations, or never providing a platform to discuss politics (within reason), we risk a far more problematic scenario.  We end up with children who grow up never hearing educated people talking openly about political standpoints, in a safe and balanced space.

Even in saying this I aware of the current government’s stance on politics in education.  Whether knowingly or otherwise, citizenship education is being squeezed into the dark corners of the classroom, wedged among the textbooks for courses that don’t run anymore because money is tight. I asked a question during a panel session while were locked in the Parliament building. “In light of the events today, it has never been more clear that there is a need for citizenship education in EU countries.  It is not just about knowledge – or defining Fundamental British Values, but promoting an understanding of engagement with political systems.  With the narrowing of curricula in the UK, how do we ensure that citizenship education ands political engagement stays on the agenda?”

No one had a definitive answer.  Underneath the answers about where resources could be found within the EU, I heard a resounding ‘it’s not on the agenda and it won’t be until the government say it is a priority’.

The unfortunate effect of the focus on EBacc subjects is a short-sighted narrowing of the curriculum which has seen – as one of my fellow Fabian women pointed out – the removal of A-Level subjects like World Development, Citizenship Studies, Humanities, Communication and Culture, Anthropology and Critical Thinking.  To compound this worrying movement towards a narrow curriculum that does not include dedicated time and space to discuss what it means to be a citizen in this nation is the slashing of school budgets.  Ask a leader of an inner-city comprehensive or academy how they will deal with cuts to funding, the raising of pension and national insurance contributions, the changes to money for students with additional needs and the impact of the funding formula – and I imagine the answers will be fairly similar.  Cut subjects where take up is low, reduce staff numbers, provide an austerity education.  Where does citizenship and political engagement sit in this?  It is the crust of the bread, dear readers, and it will be cut off.

So if we cannot find ways to to teach it, we have to be it. Teachers are in an ideal position to be role models for political discussion, to present and curate ideas, to challenge misconceptions and to develop enquiring political minds.  We are in an ideal place to open doors for students to engage students in the political process – or even just to shine a light on the door handle.  The fact is, we may not define as being political but we are, with our consent or otherwise.  And we do need to be specific in our work.  If guidance is given that schools need to promote ‘fundamental British values’ – I want definitive time to do that.  Although, I am more than aware that British values are vague, a working awareness of how to effect change is not.

A step further might also be required.  What if our students saw us, the teachers, stepping into positions of political responsibility?  What if they saw us trying, at the very least? Whatever your political persuasion, maybe consider this. Political leadership is not that far removed from running a school. And of course, with my tongue firmly in my cheek, we can’t complain about government changes to the education system when there aren’t enough teachers stepping into positions of responsibility at a local, national and EU level.  What if out students saw us as beings who don’t just know, but as people who do?

I’ve learned in all of this that politics is not a dirty word.  By engaging with the Fabian women, I have been empowered and elevated by knowledge about the internal workings of Westminster and the EU.  I have felt less of a victim and more aware of how I can step up to change things. At the very least, I have been learning how to read Education Law – to know why mass academisation might affect the most vulnerable in our society.  I haven’t decided yet whether political office is for me, but I have learned about how change can only happen if you are there making yourself heard.

What we cannot ignore is the increasing marginalisation of young people, from all walks of life, who do not feel empowered to change their circumstances and their daily experiences through democratic means.  While we educate for knowledge, we must show that there are other ways of changing the society we live in and that means demystifying for ourselves first.

I left Brussels that afternoon, one of the lucky ones who had felt an uncomfortable proximity, but had not experienced the trauma of being involved in the actual atrocities.  I came home and I knew I had to write this.  Talk about politics with your students.  Engage in political activity where you can to show that it is for everyone.  Be the democracy you want to live in.