WomenEd Blogs

2021: How have I been 10%Braver?
Dr Jill Berry
10% Braver
By Dr Jill Berry @jillberry102 After I contributed a chapter to the first #WomenEd book in 2019, we were asked to film a short video of ourselves holding the book, wearing the 10% Braver tee-shirt and explaining how we had been brave and what we might do if we were braver still. I said I'd been brave when I completed my doctorate and wrote a book a...
My #Highlights21
Philip Wharton
10% Braver
Philip Wharton FCCT @pkoeln1980   2021 has been one of the toughest years I have known. Shifting regulations, absences, worries amd stresses all added to the usual maelstrom of running a school.
What makes an “ideal” English teacher?
Punam Mohandas
Diversity
By Punam Mohandas @PunamMohandas   We cannot ignore the fact that ‘Whiteness’ has fast become a contentious issue when it comes to discussing an ideal English teacher in Asia. Do educational institutions tend to ignore a teacher’s competency over ethnicity/nationality? This is one of the questions that I sought an answer to from the students themselves.
The Journey to becoming Flex Friendly
Caroline Doherty
Flexibility
By Caroline Doherty @_C_J_B   Dear Headteacher, If I were to offer you a simple way to get you a more diverse, skilled, happy and engaged workforce with greater levels of wellbeing, you’d say it sounds far too good to be true! However, when I chaired a webinar on Flexible Working in partnership with the Department for Education and Teaching Va
Women, like men only cheaper 2021
Vivienne
Gender Pay Gap
by Vivienne Porritt @ViviennePorritt   I write an annual blog about the #GenderPayGap in education, using the date of Equal Pay Day in the UK. From this day, most women are working for nothing for the rest of the calendar year because they earn less than men. In 2019, Equal Pay Day was 14th November and in 2020 it was on 20th November. This year it is November 18th which confirms we have moved backwards during the pandemic. Change is clearly not secure, and the pace of change is too slow.
WomenEd Thailand Career Clinic
Jacqui Brelsford
General Blogs
by  Jacqui Brelsford @BrcounsellorJ On Saturday 23rd October, WomenEd Thailand hosted its first ever international career clinic! Women from around the world shared their expertise, advice, cheerleading, and general awesomeness with aspiring leaders in education. As one of the WomenEd Thailand Network Leaders, it was my responsibility to live-tweet the event and my fingers could not keep up with all the brilliant things being said. Here are my top takeaways in short bitesize tweets:
Being 10% Braver means Owning Our Strengths
Jacqui Brelsford
10% Braver
by  Jacqui Brelsford @BrcounsellorJ Asking someone to nominate me for an award is probably one of the most uncomfortable things I could do. Putting myself out there is not something that comes naturally. My education was one of criticism and abiding by the archaic, strict rules of jaded teachers who didn’t know any better, and the shame of getting something wrong or being judged has stayed with me my whole life.
WomenEd Bookclub: Hello. I am talking
Kerry Jordan-Daus
Gendered Stereotypes
by  Kerry Jordan-Daus @KerryJordanDaus I have been reading Mary Ann Sieghart’s The Authority Gap (2021), the stories of expert, talented, successful women, occupying a wide range of powerful leadership roles, recounting their lived experiences of being treated as a ‘Miss Nobody’, silenced, ignored and disrespected despite their clear expertise, intelligence, brilliance.
Encontrar el permiso para ser creativo
Maria
General Blogs
by Maria @CreativityMrs Hay muchos obstáculos para la creatividad. Antes pensaba que no tenía tiempo, ni tenía las cosas, ni la inspiración. Busqué por internet y en las revistas y me dejo tan completamente abrumada que no sabía cómo empezar – y por eso, no empecé. Reflexioné sobre si mi falta inicial de creatividad no se basaba en los obstáculos que se me  ocurrieron, y por eso no le hice. Las actividades creativas que deseaba tener, a menos que se reconocieran, parecían ser una enorme pérdida de tiempo. Pensé que a menos que estuviera creando un ejemplo para que los niños lo usaran en mi clase, era un ejercicio inútil.
Finding the permission to create
Maria
General Blogs
by Maria @CreativityMrs  There are many obstacles to creativity. I used to say to myself that I didn't have the time, or the resources nor the inspiration. Trawling through countless websites and magazines would leave me completely overwhelmed, that I didn't even know where to start—so I didn't! I wonder if my initial lack of creativity wasn't based on the obstacles that I came up with, but with the thought of permission. The creative pursuits I wished to have, unless validated, seemed to be a huge waste of time. I thought that unless I was creating an example for the children to use in my classroom, it was a pointless exercise. And yet, I was encouraging others to be creative, but not giving myself the permission to do the same.
Ethical Student Behaviour in Online Learning
Punam Mohandas
General Blogs
by Punam Mohandas @PunamMohandas One of the most common scenarios the unexpected COVID-19 situation created globally was to propel students into cyber classrooms, as online learning became the new order of the day. Although e-learning is certainly not new, it has become a more sought-after and viable proposition in recent years as students combine higher studies with simultaneously holding down jobs. However, apart from throwing up several unpalatable prospects such as the lack of face-to-face interaction with teachers and peers and lack of student engagement and motivation, e-learning also highlights unethical student behavior like cheating, plagiarism, or taking help from parents or friends in order to complete assignments.
Increasing female participation in educational leadership: why we should and how we can.
Imogen Senior
Representation
by Imogen Senior @MrsSeniorStBens1 When I offered to speak at the #WomenEdEastern unconference on 23rd September, 2021, I hoped that I had something to offer. I have been a headteacher of a secondary school of 900 students for over two years and have been teaching for 20 years. I have three children (now aged 13, 10 and 5). I worked part-time for 18 months after my third child, returned to work full-time after four months after my second child and applied for, interviewed for, and was appointed to my first senior leadership post whilst 36 weeks pregnant (also with my second).
Skin
Caroline Verdant
Diversity
by Caroline Verdant @cazyv Must you see the colour of my skin?Does it change the fact that I want to win!What is the goal? What is the prize?If the colour of my skin is my demise!
Anger and Hope
Nicole Rodden
Gendered Stereotypes
by Nicole Rodden @NicoleRodden1 At the #WomenEd global unconference this weekend the word ‘anger’ was repeated. ‘Anger and hope leads to change’ by Dr Jill Berry. Being falsely called aggressive and angry, a stereotype of black women in particular, as mentioned in Caroline Verdant’s session. The need for an Angry Girls Club being set up in schools for girls to vent, mentioned by Emily Rosaman. Similarly, words like ‘vent’, ‘rage’ and ‘shock’ were used to describe some of the injustices within people’s stories linked to instances of racism and sexism within the sector.
INVISIBLE WOMEN: A STUDY OF THE ENGLISH CURRICULUM AT KS3 IN ENGLISH SCHOOLS
Rachel Fenn
Unconscious Gender Bias
by Rachel Fenn @NoSchoolSexism End Sexism in Schools is a grassroots organization founded in 2020. We are united in our mission to see schools become places where all children can achieve their potential, without being limited by gender stereotypes. Our first campaign, to research the gender bias in the texts taught in English lessons at KS3, was born out of our frustration that none of us, nor our children, had been taught any novels or plays by female authors at school. We wanted to know if this gender bias against women’s writing was merely anecdotal, or a widespread phenomenon.
Afghan Girls and Education: Gender Equity and Global Citizenship in action
Katrina Edmunds
Representation
by Katrina Edmunds @KatrinaAEdmunds In my previous blog, we explored the importance of tackling SDG5, why gender equality matters in international schools, what it consists of and how to achieve it. Here we will consider the imperative for international schools to take action and showcase an ongoing project which links gender equality and global citizenship. This project bonds together students from a privileged context, where education is taken for granted, with students from the war-zone of Afghanistan, where girls are fighting for their basic right to go to school, once again.

Connect with us

Follow us via Twitter

 

Read Our Privacy Policy

Newsletter

Enter your email and we'll send you more information

Search

We use cookies

We use cookies on our website. Some of them are essential for the operation of the site, while others help us to improve this site and the user experience (tracking cookies). You can decide for yourself whether you want to allow cookies or not. Please note that if you reject them, you may not be able to use all the functionalities of the site.