Social Justice and Belonging

As educators of a certain age, we probably grew up in an age where the societal status-quo remained largely unchallenged (except perhaps at the margins) and the hegemonic culture of our society was much more firmly intact than it is now. That was not necessarily a good thing, and it did nothing to prepare us for the reality of operating schools in an environment where beliefs are far more contestable, and where schools have a duty to provide a safe discourse for the promotion of social justice in an environment of identity intersectionality.

 

A good school does far more than simply produce grades on a report card. They are places that are formative of attitudes and principles that will guide the next generation of leaders. On top of that responsibility, they should be places of safety, where children can confidently discover who they are, and flourish. Schools, then, have a responsibility to recognise that 'diversity' is more than a board committee to satisfy governance requirements, and that to truly flourish pupils and staff have to feel more than accepted - they have to feel a sense of belonging.

 

There is an important distinction between acceptance and belonging: a closed circle can choose to accept an outsider, but it is into 'their' circle and they retain agency of acceptance of the 'other'. How better it is when that circle creates an atmosphere where the 'outsider' joins the circle because s/he feels a sense of belonging in it. Acceptance builds politics of assimilation and chauvinism, where belonging breaks them down. 

 

A problem that school leaders will face is that notions of social justice are not universally accepted or agreed upon. From one extreme where the term 'woke' has been morphed into a cancellation slur to the other extreme where de-platforming is used as a more literal cancellation method, it is understandable that in deciding to go here, we know we are in for a bumpy ride. But go here we must, for if schools cannot shape society, they lose their purpose. 

 

One way of de-mystifying complex issues is to make sure that all stakeholders know the language of the issue - in this case social justice: that we teach in the abstract notions of intersectionality, and the terminology that goes with it.  Knowledge is power - how many staff and students disengage from social justice conversations simply because they do not have the discursive confidence to address issues of social justice as in 'insider'?  Fear of castigation and cancellation is real (and indeed, actual cancellation is cruelly real), so one of the things we should be teaching as we promote principles of social justice is the art of rational disagreement - to create a safe space to explore real concepts. 

 

As leaders we sometimes confuse real engagement with issues with virtue signalling. Virtue signalling is a one-sided conversation with a pre-set outcome, contrary to the principles of open, empowering discourse.  

 

School leaders, having created the space for empowering discourse will inevitably run into conflict. As I have observed, there is a wide spectrum of contested belief in play in this field. I find it amusing when (for example) a parent who woke up and used a unisex bathroom at home, and comfortably does so on a plane or at a restaurant, takes issue when a single unisex bathroom is proposed at school. These 'trivial divisions' are not trivial, unfortunately, and are dangerous. They run the risk of being divisive if not engaged with seriously. 

 

More complex than 'trivial' division is when 'absolute truths' (such as religious beliefs) are invoked as absolute answers to issues of social justice (such as sexuality). As a Christian I know that I am constitutionally entitled to my own beliefs and protected for them. I live my life as best I can according to those beliefs, and hope to be a good example in my community - but they are my beliefs, and while I am entitled to them I am not entitled to use them to discriminate or judge, nor am I entitled to claim them as binding on others outside my own belief network. 

 

But within my own belief system I have absolute clarity from the example of Christ, who not only preached strongly against judgement, but lived a life of simple non-judgemental respect that created such a sense of belonging across the entire spectrum of the human story that it has endured for thousands of years. I dream of a 'mature' environment in schools, where every child can be confident in themselves, well equipped with the canonical understanding  and discursive tools to confidently wade into conversations in an open, non-judgemental environment where everyone feels a sense of belonging, and flourish. 

 

A sample Statement of Belonging

 

As a school, we recognize that we have a diverse group of staff and students, and we embrace and value that diversity.

 

It is our policy to be mindful of this diversity in our policies, programs, classrooms, and interactions with others.

 

We affirm all people regardless of their age, culture, disabilities, ethnic origin, gender, gender identity, marital status, nationality, race, religion, sexual orientation, and socioeconomic status.

 

We strive to create an environment of belonging through these principles: We respect and affirm the dignity of each member of our community.

 

We are committed to the ongoing education of our staff and students as a part of the process of developing and maintaining a community that provides an affirming academic environment.

 

We will continually challenge ourselves, and others, in an environment of mutual concern and respect for the free expression of all individuals.