Anti-Discrimination & Commitment to Social Justice, Equity, Diversity, & Inclusion (JEDI)
In alignment with AISJ’s Purpose and Principles in general, and in particular, the principle of “our differences make us stronger”, AISJ recognizes, values and promotes social justice, equity, diversity, and inclusion within the school community.
1.3.1 AISJ abides by the anti-discrimination legislation of its host country, South Africa. This includes the Constitution of the Republic of South Africa (1996), the Employment Equity Act (1998), the Labour Relations Act (1995), the Promotion of Equality and Prevention of Unfair Discrimination Act (2000), the Protection from Harassment Act (2011), Criminal Law, the Child Protection Act, the Child Justice Act, the South African Schools Act, and other relevant legislation.
1.3.2 As an organization, AISJ is committed to actively promoting an environment that is anti-discriminatory. AISJ condemns and prohibits all acts of unfair discrimination referenced in legislation outlined in 1.3.1 including racism, sexism, homophobia, transphobia, xenophobia, religious intolerance, hate speech, sexual harassment, and harassment based on other prohibited grounds, as well as gender-based violence and violence based on other prohibited grounds.
1.3.3 Complaints about all manifestations of unfair discrimination as referenced in 1.3.2, are investigated and dealt with in a manner that ensures the appropriate confidentiality of parties. It is the responsibility of the School Director to ensure that investigative procedures are outlined in the HR Portal (within the AISJ Staff Portal) and in the division Handbooks.
1.3.4 Breach of this policy will initiate a disciplinary process that could include, but is not limited to, restorative justice, disciplinary action, or appropriate dispute resolution. It is the responsibility of the School Director to ensure methods and procedures are outlined in the HR Portal (within the AISJ Staff Portal) and in the division Handbooks.
1.3.5 The AISJ JEDI Committee, comprised of members that represent the diverse nature of the AISJ community, promotes social justice, equity, diversity, and inclusion within the AISJ community. It is responsible for developing initiatives designed to redress past and present unfair discrimination, to safeguard against future unfair discrimination.
1.3.6 The AISJ Board is responsible for ensuring funding is available within the annual budget for key JEDI activities and initiatives, taking into consideration the recommendations of the JEDI Committee and School Director.
1.3.7 The School Director is responsible for the implementation of key JEDI activities and initiatives.
1.3.8 The JEDI Committee is responsible for reporting, at least quarterly, to the AISJ community on progress against key JEDI activities and initiatives.
AISJ JEDI Definitions
At AISJ, justice is based on the principles of equity and inclusion. It refers to systems and structures developed so that members of our community feel safe and know that there is fairness when concerns are shared. Our community is empathetic and compassionate when resolving issues. Ultimately, all community members will develop a sense of their own agency as well as a sense of social responsibility towards others.
At AISJ, equity is the fair treatment, opportunity, and access to the support and resources each person needs to be successful and be contributing members of our school. The principle of equity acknowledges systemic imbalances. Individual circumstances need to be recognized, considered, and addressed when seeking to eliminate barriers.
At AISJ, diversity refers to the range of similarities and differences in individual characteristics which shape our school community. These include race, gender, ability/disability, national origin, color, language, age, religion, sexual orientation, gender identity, socioeconomic status, family responsibility, and political opinion. Diversity also encompasses the intersectionality of identities and recognizes the power dynamics related to this.
At AISJ, inclusion is a sense of belonging. A culture of inclusion is premised on mutual respect and dignity for all where each member of our community feels valued for who they are as an individual or a group. Each member of our community feels heard, feels supported, and has access to resources and systems to be successful.
These definitions were written based on AISJ Proposed Justice, Diversity and Inclusion Action Plan, Diversity-T 2021, and feedback from AISJ faculty on 6 September 2021.
AISJ JEDI Definitions - Sepedi
Sekolong sa AISJ, toka e ithekgile ka ditheo tša go swana le tekatekano, le go akaretša bohle.
E ithekgile ka ditshepetšo le mananeo a go netefatša gore maloko a sehlopha sa rena a ikwe a bolokegile, gape a tseba le gore go tla ba le toka le go se tšee mahlakore ge ba tšweletša matshwenyego a bona. Sehlopha sa rena se kgona go naganela motho yo mongwe le go ipea ka gare ga dieta tša gagwe ge se rarolla mathata. Mafelelong, maloko a sehlopha ka moka a tla kgona go ikemela bjalo ka maloko a mabotse a setšhaba gomme ya ba batho ba go kgona go tšea maikarabelo bakeng sa batho ba bangwe setšhabeng.
Sekolong sa AISJ, tekatekano ke go swara batho ka go lekana, go aba menyetla ka go lekana, go abela batho thekgo le didirišwa tšeo motho yo mongwe le yo mongwe a di hlokago go atlega ka go lekana, gore ba be maloko a sekolo sa rena a go kgatha tema. Motheo wa tekatekano o rarolla tlhobaboroko ya hlokego ya tekatekano ditshepetšong tša naga ya rena.
Diemo tša batho ba go ikemela di hloka go lemogwa, go šetšwa, le go rarollwa ge re leka go fediša mapheko.
GO FAPAFAPANA GA BATHO
Sekolong sa AISJ, go fapafapana ga batho go hlatha dimelo tša batho tša go swana, le tša go fapana tšeo sekolo sa rena se theilwego godimo ga tšona. Tšona di akaretša, morafe, bong, go itekanela/go se itekanele mmeleng, naga yeo motho a belegetšwego gona, mmala, leleme, mengwaga, tumelo, bong bjoo motho a ikgethelago go ratana le bjona, bong bjoo motho a ikgethelago go lemogwa ka bjona, maemo a ekonomi ya leago, maikarabelo a motho ka lapeng, le mebono ya motho ya tša sepolitiki.
Go fapafapana ga batho go akaretša le go amogela motho yo mongwe le yo mongwe le dimelo tša gagwe tša go ikgetha gomme ra lemoga le dintlha tša go sepelelana le maatla tšeo di tswalanago le se.
Sekolong sa AISJ, go akaretša ke setlabela sa go dira gore motho a ikwe a amogetšwe bjalo ka karolo ya sehlopha. Setlwaedi sa go akaretša se theilwe godimo ga tlhomphano le seriti sa batho ka moka, fao leloko le lengwe le le lengwe la sehlopha sa rena le ikwago le le bohlokwa ka seo le lego sona bjalo ka motho wa go ikemela goba bjalo ka karolo ya sehlopha. Leloko le lengwe le le lengwe la sehlopha sa rena le ikwa le theeletšwa, le thekgiwa gomme le kgona go fihlelela didirišwa le mananeo gore le atlege.
Ditlhathollo tše di ngwadilwe go ya ka Leano la Ditiro leo le šišintšwego ke AISJ la tša Toka, Go Fapafapana ga Batho le Go Akaretša -T 2021, le dipoelo tša go tšwa go Sekolo sa AISJ ka la 6 Lewedi 2021.
FINAL GOAL STATEMENTS
To improve governance, with a focus on policy and oversight, of JEDI recommendations and actions within AISJ. We will develop a sustainable structure for monitoring JEDI Action Plan implementation.
To improve workforce representativity, as well as JEDI awareness and practice amongst AISJ employees. This action group will develop an action plan that integrates JEDI into the other established processes such as recruitment, communication, and other workforce structures to ensure diverse representation.
To provide for greater JEDI within the AISJ school curriculum. This action group will support the process of reviewing the PreK-12 curriculum with justice, equity, diversity, and inclusion lens to enrich our shared experiences and develop culturally responsive teaching and learning opportunities.
To establish management processes and procedures, which support and promote Diversity and Inclusion within AISJ. This action group will identify gaps in the school's current processes and procedures, then through a benchmarking process embark on developing new processes and procedures taking into account the unique South African context.
To improve Justice, Equity, Diversity, and Inclusion amongst students. This action group will develop an action plan to ensure that our students have a sound knowledge and understanding of JEDI while fostering student agency and voice-related to JEDI.
To foster a school culture that is supportive of JEDI. This action group will utilize a (research-based) cultural change model (such as this example) to guide and conduct our AISJ action plan and our work to foster and improve our school's cultural components of justice, equity, diversity, and inclusion.