At Class 13, we believe that equitable practices are the cornerstone of a transformative educational environment. Our approach is designed to dismantle systemic barriers and foster an inclusive, affirming atmosphere where not just every young person feels supported, but the entire school community thrives.
By putting equity and relationships at the heart of education, we can begin to address the immediate needs of marginalised young people and lay the foundation for long-term, sustainable change in education.
In an ever-evolving educational landscape, it is crucial to develop practices that are not only effective today but also resilient and adaptable for the future. Our approach is rooted in the concept of praxis, which integrates theory and practice in a continuous cycle of reflection and action. This ensures that our strategies remain relevant and impactful, regardless of changing circumstances.
Our approach integrates the equity literacy framework, equipping educators with the tools they need to distinguish between merely mitigating and actively sustaining equitable practices.
Unlike the Whack-a-Mole approach, where issues like racism are sporadically addressed whenever they pop up, we recognise that inequity is everywhere and needs sustained attention. Mitigative approaches have their place but should not be our main focus, as this leads to disengagement and hinders meaningful change. To achieve true equity, it’s vital to go beyond merely hitting issues as they arise.
Two key foundational elements guide our approach: a principle-led framework for equity, and a commitment to dismantling deficit ideology.
Clarity is key to effective and equitable education. People don’t dislike rules; rather, it is the unfair application of these rules that breeds frustration and disengagement. Our framework, built on four principles of equity, provides a shared language and vision, ensuring equity is consistently understood and upheld.
Like the fish who don’t realise they’re in water, deficit ideology is pervasive in education. By understanding this ideology, we can begin to recognise and address systemic inequalities. This intersectional approach connects the dots across race, class, and gender, fostering an inclusive and equitable educational environment.
In the film Made in Britain (1984), a powerful scene between the superintendent and Trevor highlights the repetitive cycle of misbehaviour and traditional responses that fail to address the root causes and instead place the blame on young people. This fictional story left Trevor wishing not to be part of the superintendent’s world, stating,
“It’s your world, mate, not mine, I don’t want it!”
The Class 13 team is very familiar with this pattern. By supporting educators to create systemic change, we aim to break the cycle and foster an environment where equity is embedded in every aspect of education.
When we start to address deficit ideology we can begin to transform education. Download our reflective resource on Made in Britain now to learn how to create a more equitable and supportive educational environment for all young people.
Class 13 was founded to fill a critical gap in education and equip schools and educators with tools to tackle systemic inequities. Find out more about our organisation.
Our work focuses on transformative change to tackle young people’s mental health; rising exclusion rates and teacher retention.
Find out more about the impact of our systemic approach.
Class 13 was founded to fill a critical gap in education and equip schools and educators with tools to tackle systemic inequities. Find out more about our organisation.
Our work focuses on transformative change to tackle young people’s mental health; rising exclusion rates and teacher retention.
Find out more about the impact of our systemic approach.
