With Trainers - Jakob Werdelin & Lubna Khan
Institutional racism and unconscious bias against specific groups of staff and students negatively affect attendance, attainment, relations to parents and increase disruptive behaviour and staff turnover - and have the potential of tarnishing the schools image beyond repair.
Yet, addressing the problem of our inadvertent prejudices is one of the most complex and unsettling processes for us as individuals and for our institution as a whole. Adversely, when done right, it is also one of the most rewarding and liberating experiences for all those involved.
This new series of programmes by Dragonfly Training - available as a three hour Zoom workhsop for individuals on scheduled dates or as a bespoke school PD session for leaders or leaders and their staff - is for discerning leadership who wants to tackle these problems in a way that has a long-term effect on outcomes and does not unintentionally alienate staff who may perceive themselves as being wrongfully accused in an unnecessary initiative.
With this in mind, we seek to engage every stakeholder in an honest conversation based on their own personal experiences and perceptions, first and foremost. We discuss rights and responsibilities for all those involved we challenge superficial definitions of race and racism and we look at intentions, context, culture, heritage and the paradigms that shape our opinions and determine our actions. Based on this collective experience, we work together to forge a shared narrative and a way forward that involves everyone equally.
All our programmes take into account your institution's unique circumstances, and the school PD, in particular, will be tailored to match your needs as they are identified. Wherever possible, courses are led by our ethnic white and BAME school consultants working in pairs, picked to match your school's demography. Other specialists, (such as community activists or academics) may be drawn in as needed from our curated network.
Improve participant's critical awareness of BAME communities and identities
Provide guidance on how to incorporate BAME identities, needs, expectation and aspirations into individual educational practice
Develop individual confidence and skill to recognise and address BAME needs