Welcome to Insights and Reflections, where we delve into the complexities of education, equity, and systemic change. Through thoughtful articles and bold discussions, we challenge the status quo, explore new possibilities. Reflecting on how we can collectively place equity at the heart of education.
What’s on your mind?
Is there a challenge you’re facing, a question that’s been sitting with you, or a scenario that doesn’t quite sit right? Share it with us. We might just turn it into a blog—because if you’re wrestling with it, chances are others are too. Let’s reflect, challenge, and push for change together.
Insight and reflection categories:
Released on the 13th of every month, this series explores the uncomfortable truths behind what appears “unlucky” for some to expose the deeper systemic inequities in education. Inspired by the idea that a “negative peace” — the absence of tension — is often valued over true justice, we challenge the complacency that allows these inequities to persist. We invite educators to rethink what fairness really looks like, knowing that without reflection and action, we risk perpetuating harm and maintaining the status quo.
It’s a common response when we critique deficit ideology: “What if we focus on strengths instead?” Strengths-based or asset-based approaches are often positioned as the antidote to deficit thinking. Instead...
Love is in the air this February, and while Valentine’s Day is often about chocolates, flowers, and romantic declarations, at Class 13 HQ, we’re taking a different approach. Let’s talk...
As we step into 2025, we reflect not only on the systemic challenges that persist in education but also on the opportunities to create meaningful change. Facing systemic issues can...
Last week, Mossbourne schools came under renewed scrutiny following reports of “systemic” and “lasting” emotional harm to children spanning two decades (The Guardian, 2024). Nearly 140 parents, students, and teachers...
When we hear that Black Caribbean and Traveller students are up to four times more likely to be excluded from school than their peers, it’s tempting to think of this...
Let’s mute the constraints of the “status quo” and embrace the potential for true transformation. Here we explore the future we want to create, inviting readers to step beyond binary thinking and consider new possibilities. Instead of being limited by thinking “But what about”, we encourage you to ask, “But what if?” We pose reflective questions that spark conversation and illuminate hopeful insights, showing that equity in education is not just an ideal but a real and achievable goal.
For meaningful transformation, we need to embrace the power of critical thinking. As educators and practitioners, our main tool is conversation—posing questions, exploring ideas, and reflecting deeply. Here, we pause and reflect on our role in creating change. By exploring the complexities of oppression and inequity, we leave you with questions, not solutions, to prompt thoughtful action.
We want to inspire bold actions that transform the systems within schools and create lasting, equitable change. This section challenges educators to examine how they unknowingly perpetuate inequity in their daily practices. Rather than focusing on simple strategies, we encourage a deeper understanding of how inequity operates and what it takes to actively disrupt it. By rejecting surface-level fixes, we’ll become a true threat to inequity within the spaces we shape and lead.
Our goal is to replace deficit thinking with an equity-centered approach that values and fosters more inclusive educational environments for all. These posts are for educators to deepen their understanding of how deficit ideology permeates education and beyond. We unpack how limiting beliefs shape policies, practices, and mindsets. Through this lens, we challenge harmful narratives and offer pathways toward more equitable outcomes.
In 2024, young people disadvantaged by the system were more likely to get lower GCSE grades, be excluded from school, and struggle to find employment. Yet, despite the many government...
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