Truly transformative education must be inclusive. The education we need in the 21st century should enable people of all genders, abilities, ethnicities, socioeconomic backgrounds and ages to develop the knowledge, skills and attitudes required for resilient and caring communities. In light of pandemics, climate crises, armed conflict and all challenges we face right now, transformative education that realizes every individual¡¯s potential as part of society is critical to our health, sustainability, peace and happiness.
To achieve that vision, we need to take action at a systemic level. If we are to get to the heart of tackling inequity, we need change to our education systems as a whole, including .
I grew up in the UK in the 1990s under a piece of legislation called . This law sought to ¡°¡± and those behind it spoke a lot about the wellbeing of children. However, this law did an immense amount of harm, as of what it meant to be a girl or a boy became commonplace and teachers were disempowered from intervening. Education materials lacked a diversity of gender representation for fear of censure, and as a result, children weren¡¯t given opportunities to develop understanding or empathy for people of diverse genders and sexualities.
I have since found resonance with the term non-binary to describe my gender, but as an adolescent, what my peers saw was a disabled girl who did not fit the boxes of what was considered acceptable. Because of Section 28, any teacher¡¯s attempts to intervene in the bullying were ineffective and, lacking any representation of others like me, I struggled to envisage my own future. Section 28 was repealed in late 2003; however, change in practice was slow, and I dropped out of formal education months later, struggling with my mental health.
For cisgender (somebody whose gender identity matches their gender assigned at birth) and heterosexual girls and boys, the lack of representation was limiting to their imaginations and created pressure to follow certain paths. For LGBTQ+ young people, Section 28 was systemic violence leading to psychological, emotional and physical harm. Nobody is able to really learn to thrive whilst being forced to learn to survive. Psychological, emotional and physical safety are essential components of transformative education.
After dropping out of secondary school, I found non-formal and informal education spaces that gave me the safety I needed to recover and the different kind of learning I needed to thrive. Through activities, I found structured ways to develop not only knowledge, but also important skills in teamwork, leadership, cross-cultural understanding, advocacy and more. Through volunteering, I met adults who became my possibility models and enabled me to imagine not just one future but multiple possibilities of growing up and being part of a community.
While I found those things through non-formal and informal education spaces (and we need to ensure those forms of education are invested in), we also need to create a formal education system that gives everyone the opportunity to aspire and thrive.
My work now, with , has two strands. The first is a youth work programme giving LGBTQ+ youth spaces to develop the confidence, self-esteem and peer connections that are still often lacking elsewhere. The second strand works with schools (as well as other service providers) to help them create those spaces themselves. We deliver the which takes a whole-school approach to inclusion. The underlying principle is that, if you want to ensure LGBTQ+ students are not being harmed by bullying, it goes far beyond responding to incidents as they occur. We work with schools to ensure that teachers are skilled in this area, that there is representation in the curriculum, that pastoral support in available to young people, that the school has adequate policies in place to ensure inclusion, that the wider community around the school are involved, and that (most importantly) students are given a meaningful voice.
This initiative takes the school as the system we are working to change and focuses on LGBTQ+ inclusion, but the principles are transferable to thinking about how we create intersectional, inclusive education spaces in any community or across society as a whole. Those working in the system need to be knowledgeable in inclusive practices, the materials used and content covered needs to represent diverse and intersectional experiences and care needs to be a central ethos. All of these are enabled by inclusive policy making, and inclusive policy making is facilitated by the involvement of the full range of stakeholders, especially students themselves.
If our communities and societies are to thrive in the face of tremendous challenges, we need to use these principles to ensure our education systems are fully inclusive.
Pip Gardner (pronouns: They/them) is Chief Executive of the Kite Trust, and is a queer and trans activist with a focus on youth empowerment. They are based in the UK and were a member of the Generation Equality Youth Task Force from 2019-21.
