Educators are at a crossroads and the global call for institutions to address their inequitable structures is ringing loudly. For teachers and school leaders who are hearing that call, this book offers knowledge and guidance for becoming a Totally Inclusive school.
Each chapter delves into key ideas that are fundamental to addressing the complex challenge of achieving Total Inclusivity – one which encompasses and values racial diversity, gender equality, LGBTQ+ inclusivity, neurodiversity and more. Across the three sections, the authors introduce key terms and concepts important to inclusivity, focused on mindsets, behaviours and systems and structures. Explore how interactions contribute to or impede progress, and engage with tools, stories and reflection points to translate knowledge into practice.
Written in an accessible style with reflective exercises in every chapter, the book will guide educational professionals along the pathway to becoming advocates for inclusivity in their schools and communities.
Table of Contents:
Section I: Total Inclusivity and You
1. Introduction
2. Identity, Diversity and Intersectionality
3. Implicit Bias, Stereotypes and Prejudice
4. Power, Positionality and Dismantling Inequities
Section II: Total Inclusivity and Us
5. Language and Microaggressions
6. Safeguarding Everyone
7. Wellbeing and Creating Totally Inclusive Spaces
8. Leaders and Leading
Section III: Total Inclusivity and Your Institution
9. The Total Inclusivity Continuum for Schools
10. Changing Landscapes – Liberating Schools
About the Author :
Angeline Aow is an international school educator, teacher trainer and pedagogical leader. She trained and taught as a teacher in Sydney, Australia, and began her international school career in China. She has worked at the Berlin International School, Germany, since 2005 and is an international advisor with the Council of International Schools, developing and facilitating services in support of inclusion via diversity, equity and anti-racism. www.angelineaow.com
Sadie Hollins has worked previously as the head of sixth form at a British International School based in Thailand. She is the creator and editor of the Wellbeing in International Schools Magazine and has written for a number of different educational blogs.
Stephen Whitehead is a British sociologist and educationalist. He is an internationally recognised expert on men and masculinities, gender identity and international education. This is his 16th book, and his third on Total Inclusivity. Stephen lives with his wife in Chiang Mai, Thailand. www.stephen-whitehead.com
Review :
Imagine the possibilities when international education becomes truly inclusive. The ability to make connections with people from every corner of the world, embracing new cultures, perspectives, and ideas, is now a fundamental part of life. The authors of 'Becoming a Totally Inclusive School' have turned their personal experiences and views into a source of inspiration for people who strive to make international education more accessible and more effective for all.
Jane Larsson, Executive Director, Council of International Schools (CIS)
Real-life, accessible, challengingly upfront and honest, 'Becoming a Totally Inclusive School' is essential reading for all educators. In these times where awareness of diversity, equity and inclusion are front and centre for us all, we need resources that support us in facing sometimes uncomfortable truths; where we look at ourselves and our communities and ask, 'is everyone totally included in our school, is our school totally inclusive?' Angeline, Sadie and Stephen have created a book that covers key theoretical models and approaches, alongside practical case studies in action that can be used and implemented in schools throughout the world.
Liz Free, Director, International School Rheintal, Switzerland
A clear and accessible framework for reflection and action for social justice. 'Becoming a Totally Inclusive School,' is a must read for any educator or school leader who is ready and willing to lean into the deep work of cultivating a learning community that is diverse, equitable, and inclusive.
Elizabeth Palathra, Primary Teacher, Switzerland
