Foster, Kim

English

Kim Foster examines the sometimes forgotten ways in which we can introduce more diversity and inclusion into our classrooms

Winchester Research Repository

ncwww.nasen .org .ukFEATURE / 21Role Play toRole ModelsIt is often the smallest details that make the biggestdifference. Kim Foster examines the sometimes-forgotten ways in which we can introduce morediversity and inclusion into our classrooms.uring the first lockdown,my daughter changedher television viewingpreference from oneterrestrial channel toanother. Inconsequentialin lots of ways, butit did lead me to acknowledge onesignificant difference: the newer choicehad many more characters who hadspecial educational needs (SEN). Not onlythat, but they were the main or leadingcharacter in some programmes, engagedfully in life and in adventures.The Equality and Human RightsCommission defines equality as everyonebeing able to “make the most of their livesand talents”. As teachers, in order to dothis, we need to facilitate opportunities tovalue and respect everyone. We shouldcelebrate differences as well as similarities.We can do this in multiple ways, bothconsciously and unconsciously. We modelnot only our own values, but those weHow inclusive is your classroom?DKIM FOSTERKim Foster is a seniorlecturer in Education at theUniversity of Winchester,teaching as part of theadditional needs teamacross the undergraduateand postgraduate cohorts.She was formerly theInclusion Leader in a smallschool in Hampshire, inan area with high levelsof deprivation.BIOncnasen connect22 / FEATURE➜ LEADERSHIPfeel are important in the wider sense. Weendeavor to ensure equal treatment of allyoung people through our own actions– modelling, enforcement of morals andschool policies and in our responses tochildren’s reactions to their peers. We alsohave a responsibility to uphold the principlesof the United Nations Convention on theRights of the Child (UNCRC), many of whichrelate to these values, processes and beliefs.WHAT DOES THISMEAN INTHE CLASSROOM?In classroom practice, we need to considernot only the human aspect of contact andconnections but also the role models wecreate, perhaps unconsciously, through theresources in our classrooms. It is importantto be mindful of the use of displays inclass and around school, signs and labelsand text and book choices, in additionto representation through toys and roleplay equipment. These are part of thereasonable adjustments that schools shouldmake. Not providing such resources couldbe deemed to be discriminatory againstpupils and families regarding the protectivecharacteristics of the 2010 Equality Act.When considering literature, we need totake into account the breadth and diversityof characters in books, whether a rangeof needs and experiences are reflectedin our book corners and whether they arerealistic. We also need to include (andmodel) a diverse range of representationsof gender, race and ethnicity in ourresourcing and curriculum content in orderto encourage discussion, understandingand acceptance. This may have greatersignificance in a school that has a morelimited diversity in its catchment area, suchas a mono cultural setting.In terms of books and text resources,Pennell et al (2017:417) identify thesereflection questions in their discussionaround representation of disability inchildren’s literature:Can readers across the ability/disabilitycontinuum find books that mirror their ownlives in meaningful and authentic ways?Do some books providewindows fortypically developing students to begin tounderstand diverse abilities?Are all children represented?Their research found a limited range ofbooks representing children with disabilities,and when such characters were present, theyWe shouldcelebratedifferencesas well assimilarities.were often more of a teaching tool to helpthose children without special needs learnabout the need itself rather than adventuresor stories based on these characters.Discussion following a research projectaround children interacting with playfigures with additional physical needs,undertaken by Goldsmith University andthe Science Museum London in 2016,generated some interesting responsesfrom children. Use of toys to enablediscussion in a familiar context isrecognised, with Jones (2016)stressing that if such resourcesare not available, theseopportunities are gone.There is growingmomentum for toymanufactures to representa greater variety ofneeds in their toys. The#toylikeme campaign,started in 2015, aims toencourage manufacturersto create toys that representa wider range of children’sneeds. They created a photocampaign using toys to highlighttheir ambitions – Toy box Tales.ncwww.nasen .org .ukTHINKINGABOUTWHATWE SAYIn all these aspects, we must also considerour use of language. For example, researchled by Seitz et al (2020) into use oflanguage relating to gender and its impacton gender stereotypes found that the use ofadjectives to describe male/ female attributescan in itself create or reinforce stereotypese.g. strong man, pretty lady. We must alsofactor the role of person-centered language.By using such language, we are recognisingthe person first and the need second. AsBriggs (2016) acknowledges, the languagewe use has an impact on people, and onhow they are perceived. Person-centeredlanguage builds confidence and identity, inaddition to acknowledging that there aremany other aspects to that person’s character.Using such language applies the socialmodel approach coined by Oliver (1963)in recognising that the environmental factorsaround a young person may well be theirbarriers to learning, and not themselves.Auditing and considering resourcesagainst a range of factors can helpto reduce those barriers for youngpeople; both for children and youngpeople with additional needs, and interms of possible misconceptions andlack of knowledge for those without.As psychologist Sian Jones says, “ifwe do want to change the status quo inour society – we know that acceptanceof prejudice and inequality doesn’tmagically appear at 18 years of age”.As teachers, we play a role in helpingchildren to develop awareness, compassionand empathy and as schools, we have arequirement to “foster good relations betweenpupils, advance equality of opportunity andeliminate discrimination, harassment andvictimisation.” (Equality Act 2014). Classroomresources can be an important, but sometimesunder considered, part of our toolkit.THINGS TOCONSIDER:Are you considering the role modelsand representations you are usingin your teaching? (For example, areyou using images of a range offamily groupings? Do you have dollsand figures of different genders andethnicities in role play resources?)Are you challenging stereotypes? (Forexample, through your use of textsfor literacy). Your local school libraryservice will be able to help you selectbooks for your school or class libraryspace to ensure a diverse selection.Are you allowing time for childrento discuss and debate their viewsand experiences? Circle time orPhilosophy for Children (P4C) aregood approaches for this.How do you use assemblies andother opportunities to consider rolemodels and alternative significantpeople- how diverse is your provision?

Role play to role models

https://cris.winchester.ac.uk/ws/files/11730075/nasen_Connect_January_2021_Role_play_to_role_models_Kim_Foster.pdf

Role play to role models

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