Introduction

I had the privilege of attending the National CLPL and PLL Day, where I was invited to share my experiences of the Education Scotland’s Building Racial Literacy Programme. The day began with Aileen Kennedy, Professor of Teacher Education at the University of Glasgow, delivering a compelling and captivating presentation on Transformative Professional Learning. Her words resonated deeply, mirroring the profound impact that the Building Racial Literacy Programme has had on my life and the educational community around me.

Transformative professional learning

Professor Kennedy’s presentation delved into the heart of transformative professional learning, a concept that transcends traditional models of training and development. She highlighted how this approach challenges assumptions and broadens worldviews, fostering environments where learning is not merely about acquiring new skills but about experiencing personal and professional transformation.

Professor Kennedy explained with passion how transformative professional learning encourages questioning of established norms and ignites innovative thinking. This approach is critical for nurturing educational practices that are both dynamic and responsive to the diverse needs of our young people.

My journey: A story of resilience and transformation

As a secondary school mathematics teacher, my path has been marked by passion and perseverance in the face of dyslexia.

I have a vivid memory from my teenage years where my passion for mathematics developed and shone with excitement. I would attempt to solve complex 'A' level maths questions at the kitchen table. The mental challenge and the resilience it built ignited my love for mathematics. It wasn’t about rote learning, which would have been daunting with dyslexia; rather, instead it involved engaging in analytical thinking, pushing the boundaries of my understanding, and developing knowledge in a way that was both motivating and empowering. Numbers and letters, with their patterns and connections, became a playground for my mind, where solving complex problems evoked the excitement of out-of-the-box thinking.

Dyslexia has been a unique companion on my journey, offering both gifts and trials. Outside the educational world, in my years working in industry, I thrived; my strengths were recognised, and my voice was heard. Yet, within the sphere of education, both as a student and now as a teacher, the challenges have continued.

For instance, in meetings where a piece of educational literature is handed out for discussion, I find the words swimming on the page, my decoding skills too slow for the conversations that follow and my thoughts therefore unvoiced. Similarly, while I primarily work with young people with autism, I lack a master’s degree in this field. This is not because of a lack of passion or ability, but rather due to the hidden and obstacle-laden barriers that education places before those with dyslexia, which are invisible to the unknowing eye.

The educational landscape still has a significant journey ahead in fully embracing and understanding neurodiversity. True collaboration lies in acknowledging and valuing each other's strengths, fostering an environment of mutual respect and empathy. It is within this shared endeavour that the true potential of every individual can be fully realised.

The awareness of inequalities

From a young age, I became acutely aware of the inequalities woven into our world, with racism permeating every corner. Phrases like “I don’t see colour” and assertions of equality rang hollow against the backdrop of reality.  I knew something was fundamentally wrong and while my mind couldn't clearly articulate what to do, my heart told me I needed to speak up.

When I saw a tweet about Education Scotland's Building Racial Literacy Programme, I was very eager to participate and thrilled when I secured a place. The programme's introduction was inclusive, acknowledging marginalised communities, including individuals with dyslexia. My heart swelled with emotion. This feeling only increased when I saw the accessible materials, such as the dyslexia-friendly font, which made me feel welcomed and supported.

I completed all the required work along with the additional optional extras. When submitting my reflections, I worried my dyslexia might be noticed and judged, but instead, I received praise for my hard work and my fear of dyslexia diminished. The programme was heartfelt and engaging, inspiring me to learn and grow further. I connected with like-minded individuals, found a sense of belonging, and felt empowered to drive change.

The programme had a profound impact on the young people I work with, giving them a voice and empowering them. We established an anti-racism club that is now an integral part of the school community, providing a space for young people to grow into inspirational leaders. Additionally, the young people and I have organised and run CLPL events, carefully considering how to truly engage and inspire staff to join us on this journey.  This resulted in greater staff engagement and enthusiasm.  I am now eager and enthused about our next steps towards making our curriculum more inclusive, to help develop compassionate, empathetic, critical thinkers. The work we do as educators, inspired by the programme, is truly transformational.

A continuing journey of transformation

This journey of transformation continued as the Building Racial Literacy Programme forged new partnerships. My next adventure led me to a learning event organised by Education Scotland, where Santiago Rincon-Gallardo was the keynote speaker. The event was aimed at senior leaders, and when I inquired if it would be suitable for me, as a Maths Teacher, I was reassured, "Please know that you have a place in that room." At the event, I joined a table with headteachers and senior leaders where true transformation unfolded. With no set agenda from the top, everyone had agency, all voices were heard, and we learned from each other’s perspectives. This embodied Santiago Rincon-Gallardo’s concept of horizontal collaboration, emphasising that the most effective school leaders and teachers learn alongside their colleagues and students.

Further reflections

These experiences have fostered a deep sense of belonging, empowerment, inspiration, and excitement within me.

As a practitioner, my world ignites when I see young minds engage with the wonders of mathematics, discovering the patterns and connections that enhance their thinking skills. I have always been my authentic self in the classroom and open about my dyslexia. The most common question asked by students is, "How can you be a Maths teacher if you have dyslexia?" I explain both its strengths and challenges. This openness fosters a collaborative environment where we flourish by learning and helping each other. Listening to Santiago Rincón-Gallardo's words has empowered me to trust in my approach.

The Building Racial Literacy Programme has enriched my teaching with a new dimension. I use the history of mathematics as a teaching aid, linking historical context with practical application, highlighting the diverse strengths of people worldwide, challenging preconceived notions, and showcasing the beauty of global connections. This holistic approach ensures that every young person is seen and appreciates our interconnected world, thriving together.

Reflecting on the secondary school curriculum, exams and assessments can sometimes be restrictive and limiting for both students and educators. But while there is a need to adapt our current system to meet the demands of the present and future, what remains glaringly absent is the integration of equality and social justice as core components of the curriculum at Broad General Education (BGE). Embedding these principles will provide young people with a strong foundation as they enter their senior years.

To be successful, we must see that it is not merely a matter of mastering subjects; it hinges on fostering critical thinking and developing an inclusive curriculum. This foundational approach fosters excitement, empathy, love, compassion, motivation, and resilience. It promotes understanding of one-self, a sense of belonging, self-esteem, and appreciation for diverse perspectives. By igniting a passion for learning, it encourages independent learning and helps young people feel connected to the world.

This comprehensive strategy not only prepares our young people for exams and assessments but also equips them to face the challenges of the future, to shape it into a brighter, more equitable, fairer reality. This is the vision we must strive for—a curriculum that is as inclusive and dynamic as the world our young people will one day lead.

As Santiago Rincón-Gallardo eloquently states, education should encompass "Head, Heart, and Hands," integrating learning, building compassion and empathy, and driving change.

Conclusion

This is just a glimpse of my journey with transformative professional learning, which has been profound, impacting both the young people I work with and my personal growth. I am now even considering pursuing a master’s degree—something I once thought was beyond my reach. This experience has reinforced that with passion and support, we can overcome challenges and make meaningful changes in our world.

Transformative professional learning holds the promise of not merely improving educational practices but also empowering educators to become change agents. By nurturing critical reflection, embracing diverse approaches, and promoting genuine autonomy, we can cultivate a more dynamic and responsive education system. Embracing this approach can lead to profound personal and professional growth, ultimately enriching the lives of our young people and benefiting society at large.

Join me in this exciting journey of transformation, where educators and young minds are empowered to think critically, embrace diversity, and strive for a better world. Together, we can make a difference.