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Jack and me: What I learned about inclusivity, and how schools can become more inclusive, from my transgender son

Jack and me: What I learned about inclusivity, and how schools can become more inclusive, from my transgender son

Modest estimates suggest that at least 1% of the global population currently identify as trans or non-binary. This means that, even in smaller schools, some of your students will be questioning their gender identity and, in private if not in public, many of these students will be taking their first steps towards transitioning from the sex that was assigned to them at birth.

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Embedding a culture of inclusion

Embedding a culture of inclusion

In recent years, diversity, equity, inclusion and justice (DEIJ) has risen to the fore of the international school agenda. The scope of focus is broad, from examining DEIJ as employers to enabling it as educators. However unique these areas may seem operationally, the key to progress is the same – developing a culture of inclusion

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Are your DEIJ initiatives meaningful?

Are your DEIJ initiatives meaningful?

As a future or current revolutionary educator what will you do to ensure that transparency and accountability become an intrinsic part of your values? How will you ensure that all community members feel humanised, seen, and valued? How will you fight for students’ right to discover themselves and be provided the adequate tools to understand their reality so that they do not simply feed into the cycle of oppression?

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Our DEI journey

Our DEI journey

UNIS is taking a multi-pronged approach to address DEI. The first step was creating a DEI team composed of various constituents to focus on the school culture, curriculum and overall composition of our community.

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Concrete action to address discrimination and bias

Concrete action to address discrimination and bias

‘Where do we start?’ ‘Talking about racism and discrimination will upset too many people.’ ‘We do not have that problem here.’ ‘How do you get people of colour to apply to your school?’ These are the statements and questions I have heard over the past two years when discussing how to make a school more inclusive. At the International School of Dakar (ISD), we started with a problem.

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