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The Runnymede Trust  Messaging Checklist to Build Solidarity Across Difference

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The Runnymede Trust  Messaging Checklist to Build Solidarity Across Difference

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Usually I try to add links to documents so that you will have access to any updates and so that  you visit the author's website. However, the link to this publication on the Runnymede Trust website no longer works. An active link as at 18.3.22 is http://classonline.org.uk/docs/Solidarity_Across_Difference_Messaging_Checklist_2019.pdf but I have attached a PDF in case this link closes.

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A Pedagogy of Equality in a Time of Unrest: Strategies for an Ambiguou

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Table of Contents

Preface

Introduction

Chapter 1. Change, Hope, and Commitment

Introduction

The Distributive Paradigm in Education

Liberal Hope in Education

Moving Beyond Hope

The Function of Hope in the Distributive Paradigm

There May Be No Hope but There is Still a Commitment

Concluding Thoughts

Chapter 2. Rethinking Emancipation, Rethinking Education

Introduction

Schooling is the Problem, Not Schools

The State of Education and the Educational State

Postmodernism and Emancipation

Emancipation and Ambiguity

Schooling Without Ambiguity and Change

Rancière and Emancipation

Rethinking Emancipation Means Rethinking Education

Concluding Thoughts

Chapter 3. Education and Teaching as Verification of Equality

Introduction

The Political and the School

Re-Negotiation of the Meaning of Schooling

Order, Inequality and Equality

To Be Attentive

The Ethical Foundation of Knowing the Truth

Concluding Thoughts

Chapter 4. Teaching as the Passion of Equality at the Border of Inequality

Introduction

The Swedish Case

This Madness of Public Discourse on Schooling

Three Examples of Empty Speech on Schooling

The Passionate Teacher

The Community of Poets and Teaching

The War on Chaos is a War on Borders

Concluding Thoughts

Chapter 5. Paideia and the Search for Freedom in the Educational Formation of the Public of Today

Introduction

The Revival of Educational Thought

Education Without the Law

Dividing the Whole

I Am the People Too

Concluding Thoughts

Chapter 6. The Scandal of a Culturally Responsive Pedagogy, Or Teaching "Anything to Anyone"

Introduction

Culture I

Culture II

Culture and Education

Multiculturalism and Polycultural Society

Responsive Pedagogy and Democratic Order

Concluding Thoughts

Chapter 7. A Pedagogy of the Depressed

Introduction

No Future

A Pedagogy of the Depressed?

What is Wrong with Instrumentalism?

Neo-liberal Aggression Towards the Publicness of the Public

Turning Public Interests into Private Interests

Distributive Education and Schooling for All

The Claustrophobia of Automated Learning

The Educational Impulse as an Instantiation of a Split in Reality

Teaching Without a Future

Concluding Thoughts

Chapter 8. Conclusion

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A Pedagogy of Equality in a Time of Unrest: Strategies for an Ambiguous Future

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A Pedagogy of Equality in a Time of Unrest addresses education and teaching as fundamental democratic forms of equality. It offers an alternative route for democracy and education and shows how particular shifts in ways of thinking and practising can lead to an education in favour of a democratic life for all.

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First principles - do the thinking and the work for tomorrow as much if not more than for today

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First principles - do the thinking and the work for tomorrow as much if not more than for today

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With every new idea, plan, bid, session, resource, assessment, activity (text to treatise) you must become an ardent activist: design it in NOW, do it and QA it.

What are the new/emerging equalities issues?

Where are the current, future, unknown, feared inequalities/social changes?

Where is the seat of prejudice and discrimination around this?

Where is the privilege?

What excuses am I making to myself?

Where/why am I feeling/being defensive? How do I get rid of it?

Am I as up-to-date as I need to be?

What needs to change?

What's the critical theory here?

What's the research?

Cutting edge thinking and practice? - Who is doing it? What are they saying?

Where are the critical intersectionalities? How do I make them real and central?

How do I make this accessible/more accessible?

What do I need to learn how to do?

How will I learn it? What will that require/cost (time/energy/money/action by others)

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Sing your heart out ABBA: Thank you for your data - for more equality

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Sing your heart out ABBA: Thank you for your data - for more equality

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Our parody of the ABBA song 'Thank You for the Music' for the education and training sector created by the national network of (sector) equalities networks for the Education and Training Foundation to support its work to increase workforce diversity and social mobility.
Plus, check out our playlist containing:

raw footage, outtakes,

3-verse versions

a British Sign Language-only musical interpretation which includes a specially developed new BSL sign for 'Superdiversity'.

Let us know if you make your own version to this tune or another. This version has a single verse and 2 choruses.

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Thank you for your data - 1 verse final version

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Don't intellectualise

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Group 6 Activity: accessibility policies and practice

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Group 6 Activity: accessibility policies and practice

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1. Check out the accessibility requirements legislation for public sector bodies that came into force in 2018.
2. Download them in an accessible format (that you can share with us)
3. Go to your organisation's website and see if you say you  think you meet them (for example in a policy) and see if you do in practice.
4. Bookmark or take screenshots of 1 positive and (if you can find any) 1 negative example to share with  us on screen
5. Screenshot any suspected microaggressions you spot along the way
6. Share with us by sharing your screen
7.  Invite improvements/tips/comments for 2 minutes (unmute or in chat)

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Understanding accessibility requirements for public sector bodies

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Help your team understand why they need to meet the website and mobile app accessibility regulations.

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Never perfect but here's one I made earlier ...

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Never perfect but here's one I made earlier ...

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Group 5 Activity: Social media needs to be accessible too

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Group 5 Activity: Social media needs to be accessible too

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1. Post two accessible tweets about today's session
2. Include a different image in each
3. Include 2 hashtags in each
4. Tag 2 different people you follow in each who are not here today
5. Be prepared to share screen and show us your tweets and tell us what you had to do/think about to make them accessible
6.  Invite improvements/tips/comments for 2 minutes (unmute or in chat)

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Group 4 Activity: Creating a language of race and disability accessibility solidarity

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Group 4 Activity: Creating a language of race and disability accessibility solidarity

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1. Take the Runnymede messaging checklist for advocates to build solidarity across difference race and class messaging toolkit as your template/example
2. Open a new Google document (to share with us via share screen and a link)
3. Start creating a race and disability checklist to build solidarity across difference - provide 2-3 examples make sure you cover all 3 columns  'Don't' 'Instead, do' and "so that ...'
4. Make sure the Google document you create is accessible
5. Share your screen with the main group
6. Invite improvements/tips/comments for 2 minutes (unmute or in chat)

https://www.runnymedetrust.org/uploads/images/blog/Solidarity%20Across%20Difference%20Messaging%20Checklist%202019.pdf

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And there's usually nothing 'micro' about them either

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Group 3 Activity: equalities-proof the attached slides

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Group 3 Activity: equalities-proof the attached slides

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1. Run the Microsoft spelling and accessibility checker for these slides and save a screenshot of the results
2. Equalities proof the slides - make a note of what you spot
3. Make intersectional equalities changes to improve the slides
4. Share your original and then edited version via share screen. talk us through your process
5.  Invite improvements/tips/comments for 2 minutes unmute or in chat)

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Group 2 activity: You receive an email from a friend who works in a national FE organisation. He asks you for advice. 

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Group 2 activity: You receive an email from a friend who works in a national FE organisation. He asks you for advice. 

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"I'm planning an all-day online conference for staff in FE and someone, who is a college principal has signed up to the event and a  workshop. She says she is Deaf and needs an RSLI. Help!
What do I need to know/think about/do?"

1. How do you respond? - brainstorm
2. Write your best/fullest advice in a Word document
3. Modelling your advice to your friend make your Word document accessible
4. be prepared to share screen to show us your advice and how you made your Word document accessible
5.  Invite improvements/tips/comments for 2 minutes (unmute or in chat)

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Now?

In future?

Differently

Ditch/Keep/Learn/Start

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Lets get some things/principles out of the way

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Audio description of you today

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Group 1 activity: How can you make your emails more accessible?

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Group 1 activity: How can you make your emails more accessible?

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1. Take an existing email you sent in the last 48 hours
2. Review it for accessibility
3. Now draft an accessible email in Outlook to share with us
4. Share your emails with us and tell us about your thinking and steps in making your emails more accessible
5. Ask the whole group for more ideas (2 mins maximum unmute or in chat)

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Never intended as a bio or whole chunk but rather as hints I sometimes share along the way:

Audiodescription - today, I ...

Background

Professional: I am an educator, researcher, equalities specialist, nurse, and public health specialist. I have been lucky to be offered rich and diverse career opportunities and have worked at local, regional, national, and international levels. I am an associate lecturer on a master’s course in Public Health that I set up more than 20 years ago.

Personal: I am disabled. I have been a carer since I was a young child. My preferred pronouns are she/her.

Political activism: These days I get to simply describe myself as a transnational feminist activist. And that’s a wonderful liberation in itself. Especially after having worked as a civil servant (in Theresa May’s government).

Some of the things I’m involved in/support in addition to the Women’s Leadership Network (WLN), include Apolitical; the Women's Environmental Network; XR teachers, VOICE, WEN, WHEN, WRC and local politics.

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Of course there will is a box-set of resources (on a Padlet of course) and what I learn from you at this session will absolutely inform and help me shape the train the trainers' sessions I am doing on 10.2.22.

What else would you like from me?

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Closing round: What’s live in you/freshest thinking round?

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Closing round: What’s live in you/freshest thinking round?

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Conclusion: Knowing and doing – learning and living equalities. Every day.

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Conclusion: Knowing and doing – learning and living equalities. Every day.

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What does it take?
What does it look like?

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Review (of accessibility/inaccessibility in this session)

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Review (of accessibility/inaccessibility in this session)

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What did you do?

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What is accessibility? – theory, legislation, practice, lived experiences

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What is accessibility? – theory, legislation, practice, lived experiences

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Let's get practical and work out where your accessibility is at and if things need fixing let's start fixing them

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What’s intersectionality and why does it matter so much’? (analysis)

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What’s intersectionality and why does it matter so much’? (analysis)

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Kimberlé Crenshaw: The urgency of intersectionality

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Now more than ever, it's important to look boldly at the reality of race and gender bias -- and understand how the two can combine to create even more harm. Kimberlé Crenshaw uses the term "intersectionality" to describe this phenomenon; as she says, if you're standing in the path of multiple forms of exclusion, you're likely to get hit by both.

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What’s wrong with ‘inclusion’ and worse still ‘ inclusivity’ especially in education? (critique)

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What’s wrong with ‘inclusion’ and worse still ‘ inclusivity’ especially in education? (critique)

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The life-legislation lag and emerging equalities groups and issues

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The life-legislation lag and emerging equalities groups and issues

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touchconsultingltd@gmail.com

Touch123456 (case sensitive)

You will be using the personal meeting room on this account,

Meeting ID: 818 580 3704
Passcode: pQI4FXTNgU

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Register
https://docs.google.com/spreadsheets/d/1iuHbu7Kytpc4wUh8aS6lfPhImuI5754mVPenm1GKgvI/edit#gid=1068555065

Not registered?
https://docs.google.com/forms/d/e/1FAIpQLSdS2HVq7tSHlAAmMUqjmJgYLMvBDoH3b-bq2_kgEuzdF7MuWg/viewform

Twitter
@The_WLN
@touchcons_FE
@LouMycroft
@E_T_Foundation

This storyboard Padlet
https://padlet.com/Librarycat/21122_FF_accessibility

Menti link for feedback
https://www.menti.com/81tq1izxru/0

Takeaway Padlet
https://padlet.com/Librarycat/20122_FF_After

WLN
https://www.fewomenredefiningleadership.org/

ETF SEN/D resources
https://www.et-foundation.co.uk/supporting/professional-development/inclusion/special-educational-needs-disabilities-send-resources/

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Session Feedback: Menti link in the chat https://www.menti.com/81tq1izxru

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Session Feedback: Menti link in the chat https://www.menti.com/81tq1izxru

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WLN colours: Give (green) Women (white) Votes (violet) 

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WLN colours: Give (green) Women (white) Votes (violet) 

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'purple ...stands for the blood that flows in the veins of every suffragette, the instinct of freedom and dignity.
white stands for purity in private and public life...
green is the colour of hope and the emblem of spring.'

Give (green) Women (white) Votes (violet)

"One of the intentions of the colours was to promote public awareness of the depth of the belief for suffrage in England. Women were encouraged to 'wear the colours' to show support for the movement and to stand out in the crowds during public demonstrations. They particularly wanted the men that were opposed to the movement, to be aware of the connection of the colours to the suffrage, in this they succeeded.

The characters on many anti-suffrage postcards drawn by male artists of that period were often draped in sashes and banners of purple white and green, presuming that a suffragette would be recognised by her colours, even by those who opposed the movement.
Source: https://preciousasapearl.com/blogs/news/suffragette-and-what-they-stood-for

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Last year, I mended a customer's necklace made of amethyst, pearl and peridot. She explained they represented the Colours of the Suffragettes. Interesting...
In 1908, the Women's Social and Political Union or WSPU, adopted the colour scheme of purple, white and green, that would not only distinguish them in their political movement, but would also prove to be a huge marketing success.

Emmeline Pethick-Lawrence, editor of the weekly newspaper, Votes for Women, wrote, 'Purple as everyone knows is the royal colour, it stands for the royal blood that flows in the veins of every suffragette, the instinct of freedom and dignity...white stands for purity in private and public life...green is the colour of hope and the emblem of spring.'
Give (green) Women (white)
Votes (violet)

One of the intentions of the colours was to promote public awareness of the depth of the belief for suffrage in England. Women were encouraged to 'wear the colours' to show support for the movement and to stand out in the crowds during public demonstrations. They particularly wanted the men that were opposed to the movement, to be aware of the connection of the colours to the suffrage, in this they succeeded. The characters on many anti-suffrage postcards drawn by male artists of that period, were often draped in sashes and banners of purple white and green, presuming that a suffragette would be recognised by her colours, even by the opposition of the movement.

https://preciousasapearl.com/collections/suffragette-inspired-collection

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Suffragettes and what their colours meant....

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Last year, I mended a customer's necklace made of amethyst, pearl and peridot. She explained they represented the Colours of the Suffragettes. Interesting...

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Attendance form (if not registered on Eventbrite)

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Attendance form (if not registered on Eventbrite)

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Thank you for joining us on Festival Fridays. As we are funded by the ETF we need to report attendees on Festival Fridays to the ETF and track in our own internal systems. What does this mean? Well if you could please fill in this form we will update all the necessaries.