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5 WAYS TO KICK MISOGYNY OUT 1 Take a holistic approach . Look at the whole curriculum. Important discussions can happen in PSHE, but also across a range of learning. Opportunities to model, teach and discuss empathy, kindness and respecting others will be unplanned as well as planned. 2 Link up learning . Connect conversations on misogyny to racism, homophobia and other prejudices. Look at imbalances of power and privilege to frame conversations and help children to understand the harmful effects. 3 Use books . There are so many fantastic texts that show a range of ways of being a human, from great picturebooks to thought-provoking chapter books, such as: • Jabari Jumps by Gaia Cornwall • Look Up! by Nathan Bryon • We’re Going to Find the Monster! by Malorie Blackman • A Dress with Pockets by Lilly Murray • Tough Guys (Have Feelings Too) by Keith Negley 4 Teach, model and practise critical thinking . This could be through oracy, philosophy sessions, or engaging with media sources. Empower children to question what they see and how they might interact with information that could be untrue. 5 Value your values . Connect learning on misogyny, sexism and gender stereotypes to values as a way to share with the whole school community what they look like in practice. off misogynistic attitudes in later life. From EYFS, children can explore language, colours and play choices with their supportive adults. Young pupils can see that all activities and opportunities are for everyone, and all are helped to take part. For example, one activity could be planning an imaginary birthday party – what colour balloons should we get? What kind of card can we design? Which toy might they like as a birthday gift? What matters here is the imaginary birthday child as an individual, their likes and dislikes – not necessarily assumptions around what a boy or girl might like. EYFS is also a great time to start engaging with parents on a range of topics and to build trusting relationships. As children move through to KS1, conversations can start to become more focused on the language of gender stereotypes. It is important that children have the opportunity to learn about a variety of ways to be human. For example, are men in caring roles as accessible to children as women explorers and pioneers? This might mean when you are teaching a topic on Antarctica, you are sure to include examples of female explorers and adventurers. Discussions can be framed around what kind of qualities you need to be a great explorer rather than assumptions that strength and courage are limited to men alone. Similarly, when studying Florence Nightingale or Mary Seacole, it is a great opportunity to explore men in caring roles, too. Perhaps a male nurse can come and visit the class to discuss the care and empathy he needs to do his job. Take it seriously In KS2, further nuance and explicit teaching can be introduced. The media can be interrogated for ‘fake news’ as a way to teach the harmful effects of stereotyping. Adults can also take a non-negotiable approach for opportunistic teachable moments, just as they would for homophobic and racist incidents. Other activities can be linked to mental health and wellbeing, the role of online influencers, and navigating healthy relationships. One idea could be for pupils to team up to plan, storyboard, film and edit their own social media shorts, with messaging focused on inclusion, positivity and challenging gender stereotypes and sexism. Primary schools are in a unique position to challenge harmful stereotypes through everyday teaching, inclusive values, and a whole-school approach. By addressing these issues from the start, we give children the tools to build a more respectful and equal society. TP Kirsty Ruthven is a primary school teacher, PhD researcher, and service manager at The Children’s Society. tinyurl.com/tp-BGS boyhoodinitiative.org www.teachwire.net | 25 F EATURE S I NC LUS I ON