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Training for Anti-Racist Practice in Education™

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In schools, educational settings in general, local authority teams and services working with children and young people each of us must pay attention to our views, behaviours and interactions with others. Listening and acknowledging lived experiences and trauma-informed practice helps us to learn that from, whatever our personal starting points, we can support, provide allyship and share with others approaches to anti-racism, diverse. equitable and inclusive good practice. 

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When considering TARPIE™ 

Firstly, establish where you are now . . .

• Is your setting truly inclusive?

• Does it represent the diversity of your school 

  and local community?

• Do all members of your school experience

  representation and feel a sense of belonging?

• Is your school's culture non-racist and in what

   ways is that demonstrated?

• Are you in the process of actively moving from

   non-racist to anti-racist approaches?​

​Whatever stage you're at, read on and see how I can create a package to meet the needs of your setting.

From Bystander to Ally

Allyship exists as a lifelong process of building and nurturing supportive relationships with underrepresented, marginalized, or discriminated individuals or groups with the aim of advancing inclusion. 

Being the opposite of a bystander - who stands and watches while doing nothing - an upstander takes action. When an ally becomes an upstander, they witness what is wrong and act upon it. This may be calling someone out on offensive jokes, remarks or stereotyping.

An upstander speaks up about unfairness, supporting those who experience such behaviour.


Equality & Equity

The case exists for both in differing contexts. Equality exists where each individual or group of people is given the same resources or opportunities. Equality is about ensuring that every individual has an equal opportunity to make the most of their lives and talents.

Equity recognises that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome. 

It is the belief that no-one should have poorer life chances because of the way they were born, where they come from, what they believe, or whether they have a disability. Equity aims to identify and eliminate barriers that prevent the full engagement of particular individuals and groups. 


While diversity is about bringing together people from all walks of life, representation ensures that diversity of members - and their viewpoints - are depicted across all areas and levels within the setting.

Diversity is about what makes each of us unique and includes our backgrounds, personality, life experiences and beliefs, all of the things that make us who we are. It is a combination of our differences that shape our view of the world, our perspective and our approach.

Diverse representation is important in challenging learned prejudice and creating an understanding that there are as many connections as there are differences.  

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Inclusive Practice

Inclusion involves efforts and behaviours that are fostered by the setting and those within it.

All members of a group or community, regardless of their ability or disability, have the right to be respected and appreciated as valuable members of the  community, fully participate in all activities and interact with those of all ability levels with opportunities to develop positive relationships. 

Belonging is something that members of the school themselves feel and results from effective inclusive practice.

The social ties that accompany a sense of belonging are a protective factor for helping to manage challenges. The knowledge of having support and not being alone creates more resilience and emotional wellbeing, often coping more effectively with the difficult times in life.

Anti-Racist Practice in Education

Awareness, understanding and action from non-racist towards ant-racist behaviour is a process. Members of any setting have perspectives, lived experiences and knowledge underpinning their beliefs.

This is essential for their identity and needs to be heard and acted upon in order for anti-racist work to be impactful, effective and sustained.

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The need for social justice and a heightened awareness of inequality is something that we all must be cognisant of. For those on the receiving end of racism, there must be a sense of positive change in mindset and daily practice.

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The Growth of Anti-Racism

Personal and professional growth in the way we view and respond to racism underpins the scope of work that is possible.

The last few years can not have failed to bring to our attention the racism that continues to pervade our society.

We can no longer plead ignorance, but we can recognise lack of awareness and unconscious bias.

People of colour, allies and educators can leave a legacy that makes an evolving impact of children and young people in schools and other educational settings. Seize the opportunity to embrace Anti-Racist Practice in your setting or workplace with bespoke training designed to meet your needs.

Free Training for NEU Members: The Anti-Racist Framework in Schools

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This training is an introduction to anti-racism in schools. It includes:

• The baseline knowledge and skills 

   needed for anti-racist education.

• How to challenge the barriers and

  myths used to block anti-racist


• Using the NEU Framework for Anti-

   Racist Practice in Schools.

Book a FREE 30-minute mini-consultation to discuss TARPIE™ Training, a WARPIE™ workshop or to plan a bespoke package of support for your setting or organisation: Booking Calendar | Aluna (


or email:

Read some recent testimonials here: 

Testimonials for Anti-Racist Practice | Aluna (

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