Tomorrow is International Women’s Day (IWD) and this year’s theme is ‘Choose to Challenge’, focused on calling out gender bias and celebrating women’s achievements. It is about both speaking up when things are not ok, and seeking out a multiplicity of voices and perspectives, especially those often marginalised, ignored, or unrecognised.
In Australia, activist and advocate for survivors of sexual assault Grace Tame was named Australian of the Year in January. Yet the days leading up to IWD 2021 have been filled with despair and controversy around continuing cultures of misogyny and violence against women. Two Australian cabinet ministers are currently facing allegations of sexual assault, and a petition calling for earlier sexual consent education in schools led to thousands of testimonials of teenage experiences of sexual assault.
I continue to be surprised when panels continue to feature groups of mostly-male, mostly-white speakers, thereby excluding the voices of those less prominent and less privileged. The teaching and school leadership professions in Australia remain far from representative of our population’s gender and cultural diversity. Indigenous Australians are particularly under-represented and Indigenous students are especially disadvantaged by our systems and structures.
How do we ensure that diverse voices, and voices of those not in positions of power, are heard and listened to? How can we each be a part of a world where equity, diversity and inclusion are the norm rather than the exception?
One thing we can do is to work towards diverse representation. The upcoming book I have had the absolute pleasure of editing – Future Alternatives for Educational Leadership: Diversity, Inclusion, Equity and Democracy – includes 15 exceptional chapter contributions from 25 authors from the UK, USA, South America, Canada, Europe, Australia, and the Middle East. 19 of those 25 authors are women. This IWD I’d like to celebrate and acknowledge those women: Pat Thomson, Christine Grice, Claire Golledge, Cecilia Azorín, Alma Harris, Michelle Jones, Asmaa Al-Fadala, Suraiya Hameed, Marnee Shay, Jodie Miller, Vivienne Porritt, Karen Edge, Carol Campbell, Eugenie Samier, Liliana Mularczyk, Annie Kidder, Eloise Tan, and Christine Corso. I am incredibly proud to have worked alongside all of the book’s authors. The book’s representation isn’t perfect or comprehensive, but it is part of the ‘working towards’.
In Flip the System Australia: What Matters in Education, Jon Andrews, Cameron Paterson and I wrote in the conclusion that “flipping the education system is a vision for … a world in which the privileged few do not eclipse or speak for those pushed to the margins.” We asserted the following.
“Ultimately, education is a political act. We are all activists. We have no other choice. With this comes a responsibility to ensure that we are fairly representing the views, needs and aspirations of our communities rather than the prolific and vociferous few having their views exposed to politicians, sculpting the debate that may well be at odds with those who need representation the most.”
Actually, our every micro action and inaction is a political act. We decide when we look and when we look away. Who we invite. To whom we listen. Whose voices we amplify. Who we ignore. Who we cite. Who we celebrate. Who we oppose. Who we select. Who we defy. When we choose to speak or and when we decide to stay silent.
Choosing to challenge means challenging ourselves as well as others. It is on each and every one of us to choose to think deliberately, thoughtfully, and self-critically about how we can contribute to a world that is equitable for all, and in which a diverse range of voices are heard, even and especially if those voices are different to our own.