The gendered and sexual politics of school uniforms by Amelia Jenkinson https://padlet.com/amelia253/lmcvx48hv96cmvz9 Reflections from Day 3 break-out rooms en-us 2021-06-23 12:23:32 UTC 2024-10-16 17:25:08 UTC hello@padlet.com Room 3 https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621643374 Ideal policy - elements are often up for interpretation, can terms be found that minimise interpretation? Clearer Language
Teachers need to fully understand the policy and its implementation - know what is meant by things like 'natural hair' and what that could look like

top tips:
making sure teachers are aware of the policy, are honest and admit getting something wrong]]> 2021-06-23 13:14:30 UTC https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621643374 Room 2 https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621649245 Initial thoughts
Gina Martin and up-skirting in news. Girls wearing shorts under skirts.
Upset about changing head "boy" and "girl" to "student".

What resources, links, key ideas etc should go into the comprehensive guidance?
and
What do you think senior leaders and governors should consider when creating a school uniform policy?
Should consult pupils
Check policy works for pupils it's made for - get a representative voice of pupils across age, gender, etc.
Have enough options beyond just for male and female.
Should not have double standard for pupils - white girls can have their hair out but others can't? - language shouldn't just apply to certain groups - remove labelling.
Avoiding binaries - girls can have jewellery, boys can't; boys can't wear skirts.
Careful with use of language - not one things for boys and another for girls, for example.
Traditional policies should reflect culture now - should be fit to serve community.
Community can be involved in process of creating uniform policies instead of just SLT.
Policies should be practical - boys not being able to wear shorts in hot weather is uncomfortable for them.
Idea of what looks smart and professional (or scruffy and messy) is subjective. 
Right based - equality act - making sure schools are adhering to 
Allow pupils to still be able to express themselves.
Uniform should be more accessible. 
If aspects of policy cannot be justified, should it be there at all?
Take an intersectional approach - is it inclusive of all groups: gender, ethnicity, religion, socio-economic background.
Policies should be reviewed regularly.]]> 2021-06-23 13:18:02 UTC https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621649245 Room 1 https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621663378 We thought that basics of theory would be good (intersectionality, gender etc) but brief/in videos/infographs etc

Accompanied by the human element with videos? Interviews with young people about their experiences

CPD sessions (time!)

Working with community – involve students/community (parents) so that everyone can be involved – anonymity – not just in planning a new uniform but in adapting/feeding back on experience 

Talking to SLT

Practical support for teachers on how to respond (Not just how to 'manage behaviour')

Innovative ways to let teachers see how bad it can be (walk a mile in her shoes...but with uniform)

Encouraging teachers to address their own internalised misogyny/racism/classism - how do we do this?

Could there be some phrases etc to help students (and teachers) to articulate how they are feeling? 
"When you do this -______it makes me feel _______" "Next time, could you _____"

Invoking equalities act - not ideal but can prevent things - give particular examples - the humanity (This is an example of how a policy breached the equalities act)

Somehow putting together something about an everyday - a portfolio/day in the life to show the cumulative effect of it all (This could be given as a strategy to students to give them the power)

]]> 2021-06-23 13:25:49 UTC https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621663378 Room 2 (continued) https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621680535 For the comprehensive guidance:
Get rid of binaries. 
Something in the comprehensive guidance about allowing people to express themselves as they see fit.
Re. hijab - allow students to wear with school emblem/badge. 
If you are school that cares so much about the school badge being visible — you need to have options for students that are accessible. It shouldn't be the student's or family's burden to figure that out themselves.
Making sure you can justify why you have to buy a shirt from John Lewis vs. Tesco — having a really clear justification as to why, and if no justification then that caveat needs to come out.
Take an intersectional approach - is it inclusive in terms of gender, race, religion, SES, culture. 
Making allowances for culture. 

Top tips for students: 
Making them aware of their rights. Of what the "protective characteristics" are. And making them aware of what they can do if their rights are violated, to effectively challenge and question. Talking to them about the importance of solidarity and organisation and their right to have their voices heard. 
Get their parents involved (school will listen). 
Let them know that there is a platform for them to express their views. 
Tell them to think about the teachers in your school who don't constantly criticise you about uniform, maybe they can be your advocate (if they don't know who the best person to talk to in school is). Also role of spaces outside of academic — e.g., Feminist Society or debate club, people who are involved in advocacy/activism. Connecting people together. Getting parents and community members together.
Sometimes it's about going straight to governors. 
Don't take no for an answer. 
Show them what happened in Pimlico - students took action and it worked.
School uniform doesn't equal labelling — students should choose whatever they want to wear and it doesn't divide students into different groups, different ethnic backgrounds. Challenge labelling. Teach students language to be able challenge in a way that is assertive, respectful, polite in a way that isn't going to create trouble / conflict but hopefully make staff think twice.
Say to students: If you can't challenge it yourself, make sure you know who you can go to who can challenge it on your behalf. 

Top tips for someone working in education: 
Make sure these issues are talked about - create spaces. Needs to be a conversation at inset.
Training in different cultures and religion etc. Being aware of why someone people might be wearing specific things. 
Making sure they actually understand and aware of the content of the uniform policy — so they don't abuse their position authority. Knowing your policy inside out so you can subvert it. 
Thinking creatively about way you might be able to get people in to do training. Sometimes can start small (year group, faculty, whole school). 
Importance of consistency — e.g., lower-attaining or behavioural issues students are disproportionately called out on their uniform. Can also play into other issues such as gender. You have to be consistent.
Interrogate your own biases. 
"That part of your uniform doesn't fit our policy" is OK. Labelling is not. "You can't wear that because it looks slutty or scruffy" is not OK. 
Don't send them home - tell them to do better tomorrow. 
Little things can have big impact. 

What is the 1 thing you could do? 
Try and circulate the literature from these sessions. Printing out putting on noticeboard in staffroom. 
Make yourself the uniform person. 
Plant the seed. 
Read up on your (new) school's uniform policy. Start as you mean to go on. 
Being able to know what's in the policy. Being deliberate. 
Be consistent and fair to everyone in the room. ]]> 2021-06-23 13:35:01 UTC https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621680535 s_bragg https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621853577 2021-06-23 15:07:06 UTC https://padlet.com/amelia253/lmcvx48hv96cmvz9/wish/1621853577