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...
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