#ISLECISLoft: From Exposure to Transformation: Evaluating and Elevating Diversity Education: 03 March

#ISLECISLOFT
16:00 (London time)

Presented by Daryl Sinclair and Michael Neumann

By grade 10, most students will have experienced hundreds of celebration events such as international women’s day, Pride Month, and Black History Month, but how can we be sure that this is helping them to become inclusive international learners? 

During this session, Michael and Daryl will share the ‘Equity Ladder tool to support educators in avoiding the traps of exposure – where our work in diversity may be limited to singular experiences which may become single narratives (assemblies, ‘days’) and moving into the space of transformative learning where we assess, and extend learning, and students can develop understanding and principles for engaging with difference. 

Takeaways for Participants

• Educators will evaluate their school’s approach to teaching about diversity. 

• Educators will engage with the Equity Ladder tool to evaluate the impact of these events and initiatives. 
• Educators will learn strategies to develop their work, assess its impact, and support transformative learning. 
• About the presenters
• Daryl Sinclair works passionately as an international educator, geographer, and equity consultant who focuses on communication and context as ways to create inclusive learning experiences. He is a member of the editorial board for the Teaching Geography journal, hosts the DEIJ Hot Takes podcast, and engages in equity consultancy with various educational organisations and schools globally. Daryl is a firm believer in the role of questioning and involving our personal experiences in our learning journey. Presently, Daryl works part-time at a small international school in Northern Germany.

Michael Neumann is the Diversity, Equity, Inclusion, and Justice Coordinator at St. George’s International School in Luxembourg and a co-facilitator of the ECIS DEIJ Leadership Development Cohort. He has worked across primary and secondary settings in roles including homeroom teacher, IT specialist, curriculum coordinator, and assistant principal. His work focuses on supporting inclusive school cultures, developing staff capacity, and integrating equity and belonging into everyday practice.  

Michael is particularly interested in using qualitative and narrative approaches to explore school culture, identity, and systems. His practice is grounded in inquiry and shaped by a commitment to collaborative, sustainable change. He works to support schools in moving from individual efforts toward structures that foster belonging more broadly.