The ‘Black Lives Matter’ movement has lost momentum...

Are conversations on race and culture still happening?

In the UK, the #BLM movement has lost momentum, with seemingly little being done when it comes to having meaningful conversations about race and culture. The aim of these conversations is to raise awareness and develop a level of competence in understanding others (i.e. Cultural Awareness, Cultural Competence). In recent weeks, the uptick in interest and regularity of these conversations appear to have waned.

The same is happening in our schools; the momentum to raise awareness, develop understanding, and make changes, is slowly grinding to a halt, but why?

• COVID-19 has understandably taken centre stage with a focus on developing and following new safety protocols

• A failure to recognise that there is a problem

• Not knowing where to start; wanting to do more than pay lip service to this important issue

• People not fully understanding the critical and emotive language being used

• Policy continuing to hinder progress

• Accountability

• Recommendations identified through research, presented by thought leaders, think tanks and academics, are not aligned with political agendas

These are a few reasons why I believe there is a stagnation of movement. But there is still much to be done, with many organisations (including schools, colleges & universities) not yet actioning their commitment to change.

Over time I will continue to think out loud on these points, but for now I will expand on the second point; a failure to recognise that there is a problem.

Recognition of the problem

Everything is fine...we don’t need to have conversations about issues of race...our team is diverse...we have a diversity, equity & inclusion leader...

You may have heard similar phrases in conversation, with people trying to convince you that discussions about race and culture do not need to take place. Simply put, everyone needs to be in a position to have these conversations irrespective of whether there is support for the #BLM movement, or not. In having such conversations, it becomes possible to recognise the degree to which there is a problem, and there is a problem...

It may be that within an organisation there is diversity of staff, but they may have a limited understanding of each others race and cultures. In contrast (and this is very much the case in schools across England), there are organisations that have a lack of diversity amongst staff but greater diversity amongst students and the local community. That being the case, how does one begin to have conversations about race, different cultures, and make changes to processes and structures within an organisation?

Imagine being in a team consisting of individuals that look like you, sound like you, gained qualifications from comparable universities, have a similar background and upbringing to you. There will be limitations in the breadth and depth of understanding about other individuals' race and cultures because of a limited exposure. It stands to reason that a majority white leadership team may find it difficult and, in some instances, may not want to build the case for staff to participate in challenging conversations, develop cultural awareness, nor take part in any form of anti-racism training. When you benefit from current processes and structures, why would you feel a need to make a change? You would not. So how do you begin to convince this group of individuals to have a wider discussion to open the door and inform change?

Audits and Consultations

Start small.

Begin by considering other perspectives on issues of race and asking why this is relevant to others? What is getting in the way of making a positive change? More importantly, consider identifying gaps through audits and consultation with staff, students, and the local community.

Anti-Racism Audits

In conducting an audit it is possible to identify which areas need addressing and what changes need to occur at an organisational, departmental, or individual level. Identification of these aspects provide clarity of direction for the next steps towards change. Audits also enable organisations to point out good practice that is already taking place.

Conducting an audit can serve a second purpose of providing an opportunity to introduce terminology in a less threatening way. The Key for School Leaders equips schools with a great starting point; an editable anti-racism audit.

The danger of not conducting an audit can lead to further problems. Jumping straight in with anti-racism training can be too much, too soon for those who are beginning to develop a basic understanding about issues of race. Similarly, confusion occurs where organisations try to develop cultural competency through tokenistic cultural events.

The Continuum of Cultural Awareness

"Race and culture are two separate concepts, and it is never safe to assume a person’s culture based on their race, or vice versa."

Project READY

Leaders need to determine where their staff and organisation are on the continuum, so that in/formal conversations and approaches to professional development are appropriately considered. Irrespective of the label (Cultural Competence Continuum (Cross et al 1989 - Chapter 2), Cultural Proficiency Continuum (CCPEP 2020)), difficult questions will need to be broached in order to establish an appropriate starting point.

Mockingbird Analytics

Questions to assist in highlighting the location of the organisation along this continuum may include, but are not limited to the following;

• What do your staff already know?

• Who would be the best person to consult?

• Has anyone in the organisation completed training on cultural awareness?

• How many different cultural groups are there in the school and local community?

In answering these and similar questions, leaders are on the path to developing and deepening an understanding of complex issues in their local context. This starting point provides a means of increasing engagement and gaining real buy-in with staff, not a tokenistic attempt at change. This is also an opportunity to encourage more communication and reap the benefits of shared professional development sessions between educators and support staff.

It is important to note that work on race and cultural awareness can occur in parallel, but leaders need to be aware that the line of demarcation between the two can become blurred. This is crucial, particularly when it comes to identifying relevant, good quality professional development.

Professional Development

When is the right time to participate in varied approaches to professional development? How will leaders manage organisational change? Where will this new learning take the organisation; towards an adapted vision/mission?

Some will jump at the opportunity of participating in a programme of professional development because they are known leaders in the field of education, others because they have funding, some because of a strong belief in social justice. It might be challenging to make an objective decision on what steps need to follow but an audit should allay some of the difficulty. The audit should provide clarity of deficiencies in knowledge and understanding.

Once these gaps are identified leaders need to develop a strategy to address disparities between current behaviours/practices and the organisations 'ideal situation'.

There are many consultants, not-for-profit organisations, and local authorities available to provide strategic support as well as access to resources, speakers, webinars, and online training sessions i.e.;

• NEUs Anti-Racism Charter

• CIPD Developing an Anti-Racism Strategy

• Project READY: Reimagining Equity & Access for Diverse Youth

Even though they provide support in creating strategies or action plans, these are likely to culminate in meetings and working documents. Therefore, it is important that a member of staff has ownership and continues to monitor and drive further changes.

Conclusion

We need to continue having conversations about each others race and culture in order to inform changes that must be made in our organisations. We must ensure that everyone is equipped with the tools to do this work. In talking more frequently about race and culture, we become less awkward, we are better equipped to build a case for change by developing our knowledge, and we are better positioned to support others in recognising the problem.

Do you have a diversity, equity & inclusion lead, or a member of staff responsible for developing an open environment for change? How are your conversations around race and culture coming along?