sheila laing social justice leadership october 2014 for selmas
TRANSCRIPT
Is the role of the Social Justice Leaderto
Respect or DisruptNurture or Challenge?
Sheila Laing, HeadteacherPrestonpans Infant School
1 Journey of a Social Justice Leader
2 How I understand Social Justice
3 Creating a Socially Just school
4 Dilemmas in Social Justice practice
Prestonpans Infant School
• 300 P1-3 + 120 Nursery
• Was area of high employment from the land – mining, fishing, soap and salt production
• Been area of high unemployment now changing + new homes
• FME 28%• SMID 36% in the poorest
20% in 2009
1/4 West Pilton Park - my home 80-88
with permissionSMID 95% in the poorest 20% in 2008
My contexts as headteacher
Inchview, West Pilton 2001 - 2003 Forthview, West Pilton 2003 - 2009
Musselburgh 2009 - 2011
Prestonpans Infants 2011 - now
Brofenbenner’s Ecological
Systems Theory(1979)
Thompson’s Theory of
Discrimination (2003)
Emotional Literacy Morris (2004)
Benjamin & Emejulu
(2012)
Cribbs & Gewirtz (2003)
Westheimer and Kahne (2004)
Macro Level Structural Redistribution Distributive Justice
Justice Oriented Citizen
Meso Level Cultural Discriminatio
n
Sense of Belonging
Recognition of Groups
Cultural Justice Participatory Citizen
Micro Level Personal Discriminatio
n
Sense of SelfSense of Personal
Power
Recognition of Individuals
Participative Justice
Developmental Justice
(Woods 2005)
Personally Responsible
Citizen
POWER
Who’s in?
Who’s out?
Who elseis out?
Who elseis out?
Who’s out?
Child Poverty Strategy for Scotland 2011
‘Growing up in poverty can have a profound, lasting impact on children’s outcomes.. Not simply because of the exclusion poverty brings but … with interconnected issues such as stress and poor health.
Our main aims are to maximise household resources and improve children’s wellbeing and life chances…. to tackle intergenerational cycles of deprivation.’
20 % Scots children living in poverty
(Executive Summary of the OECD Report on the Quality and Equity of Schooling in Scotland, Dec 2007)
“A major challenge facing Scottish schools is to reduce the achievement gap that opens up about Primary 5 and continues to widen throughout the junior secondary years (S1 to S4).
Children from poorer communities and low socio-economic status homes are more likely than others to under-achieve, while the gap associated with poverty and deprivation in local government areas appears to be very wide.”
So how are we going to raise that attainment?
We are the children of Forthview School
August 2003
Mental HealthHousingPovertyWelfare
Youth alienationUnemployment
We ALL do.
12 with single parents, 2 Looked After & Accommodated,
1 low attender, 6 minority ethnic, 3 SEBD, 3 ADHD
Closing the Gap
EL confirms
what we know.
Learning cannot happen unless
the more basic
needs for physical
and emotional nurturing are met.
Maslow’s hierarchy of needs
Nurturing the child for
Learning
QuietnessFeeling Book
Quiet AssemblyQuiet Room + Artist
MeditationEnvironmental Garden
Calm Down After Lunch
PlayPlayroom
Environmental GardenAstroturf
Playground Buddies Play in the Early Years
Safety and SecurityTELL and we’ll listen
‘The Village’Child Protection
Looked After ChildrenPlayroom Club
Anti Racist/Bullying ethosPlace2Be
Blackford Brae Community Support TeamNurture Group
Diverse Learners Cool Movers
Chit Chat ClubMultiple I ntelligences / Golden Time
Use of I TI EPs
creative support for individualsdevelop pupils’ nurturing personas
Love and Belonging respect, warmth and a cuddle
Greet and FarewellFiona and J im
12 Learning AssistantsAll of us
Pupil Council
PhysiologyBreakfast Club
WaterAir/ temperature/ lighting
Sweets/Fizz banFree Fruit
Good Health WeeksMorning RunBrain Gym
Babies and NappiesSleep
Collegiate ManagementProfessional Discussions
Sharing our learningShared Decision Making
Wellbeing of staff
Partnership with Parents/Carers
Family Support Teacher
Parent/Carer Guides
Parent/Carer groups
Parent/Carer/child groups
Emotional Literacy
curriculum
deer ong san soochee
I am sad yoo ar in jail
my dad is to
I hope they let you oot
D
Dr Sein Win, President in Exile
Children’s idea to support Burma’s Saffron Revolution in 2007
We co-wrote the only Anglo-Burmese children’s book
funded byAwards for All
Recognition of Groups
Cultural Justice
Participatory Citizens
Professional Dialogue on Learning
Family Support Teacher in Parent Room
Elsa Auerbach Towards a socio-contextual approach to Family Literacy
in Harvard Educational Review Vol 59:2 May 1989
“Auerbach argues that ..many family literacy programs (which she sees operating as ‘Transmission of School Practices’ models) function under a new version of the ‘deficit hypothesis’ which assumes that parents lack the essential skills to promote school success in their children.
Auerbach presents a social contextual approach in which community concerns and cultural practices inform curriculum development.” ‘How can we draw on parents’ knowledge and experience to inform instruction?’
Sir Harry Burns, ex Chief Medical Officer, Scotland
Forthview Attainment
2005 2006 2007 2008
Reading 60% 66% 65% 70%
Writing 49% 57% 55% 64%
Maths 64% 75% 75% 76%
Attainment in the previous 2 schools had been 45 – 54%
Personal Discrimination
Cultural Discrimination
Structural Discrimination
Recognition of IndividualsPersonally Responsible Citizen
Participatory Citizen
Redistribution Justice Oriented Citizen
Experiences and Outcomes?
4 Capacities?
Professional Discussions?
Parents? Communities?Children?
It’s ayways been?We’ve always done it this way.
Friendships and relationships Manners and social skills How to deal with losing/sportsmanship Responsibility, Respect and RulesTo include everyone regardless of background; sexuality, ethnic background, beliefs To learn that all people are different and be accepting of all To be considerate, to help others, play kindly with othersKnow that’s it’s OK to talk about feelings and worries if they need to.To value what they have and not take it for grantedCommon sense
Wee Pans Parents’Powerful Knowledge
Which of these3 religions
do you want to learn about?
Cultural Justice & Recognition of groups
I’m getting bored with the Jesus play, want to do a different one. Parents might not want to hear it over and over again. It isn’t fair if people don’t believe in it so do another play so people can fit in and have a good time.
I’d be sad not doing the Christian one but I am quite excited to do a different one.
We’d like to do Jesus because we care about him. The Jesus one because we did it in P1 and P2 so why don’t they want to do it in P3?
Addressing Cultural & Racial Discrimination
Addressing Cultural & Racial Discrimination
Challenging Discrimination
Ms Laing,
Peter says Mr N is gay,
eh he’s not?
Quality Family Time Opportunities
Saturday morning150 dads and their kids
To play together
Participative Justice
Cultural Justice
Distributive Justice
Challenges for Social Justice Leaders
• The lack of strategic national interest• National and local narrow focus on performance• Looking for simple, prescriptive answers• Inheriting a school with hierarchical attitudes and
structures• Too many staff with a limited worldview and poverty
of ambition for children• Dissonance and dilemma and complexity• Knowing which battles are worth fighting
What helps Social Justice Leaders
• Being politically aware
• Freedom to innovate in our local contexts
• Partnership working with other SJ practitioners
• Social Justice embedded in the Professional Standards
• Events like this and the possibility of a network for Social Justice in Education
Sir Harry Burns, ex Chief Medical Officer, Scotland