COMPANION

Equality and Diversity

  • ‘Diversity panel’ by Allyna Steinberg, Fabio Tavares, Emily Faulkner, Renee Schneider and Chyna Whyne reports on a panel discussion organised by the Alexander Technique Diversity Coalition in order to foster a critical dialogue around racial equity and other diversity issues in order to strengthen the AT community.[1]
  • ‘Expand your practice and increase student retention with an eye on diversity and celebrating individuality’ by Aik Hooi Lee discusses the importance of bias and how AT teachers can diversify their practices and reach out to communities in order to provide equal accessibility in learning the Technique.[2]

In 2019 a new scholarship fund, dedicated to sponsoring Alexander teacher training for people of colour, was established, titled ‘The Judy Leibowitz Scholarship Fund for Training Alexander Teachers who are People of Color’.[3]

  • ‘Report and reflections on the AT Racial Diversity course’ by Korina Biggs, Joanna Britton and Sue Fleming is a report on an online course in 2019 run by the US-based organisation Ambient Noise, aimed at ‘practitioners and teachers of the Alexander Technique interested in making authentic change around diversity and inclusion in your organization, practice and relationships with your students’.[4]

See also Cross-cultural, Languages, Gender issues, Criticisms of F. M. Alexander.

References

[1] ‘Diversity panel’ by Allyna Steinberg, Fabio Tavares, Emily Faulkner, Renee Schneider and Chyna Whyne in The Congress Papers 2018, Advancing Global Perspectives edited by Paul Marsh (STAT Books, 2019), pp. 336–52.
[2] ‘Expand your practice and increase student retention with an eye on diversity and celebrating individuality’ by Aik Hooi Lee in The Congress Papers 2018, Advancing Global Perspectives edited by Paul Marsh (STAT Books, 2019), pp. 352–54.
[3] AmSAT email newsletter ‘E-Update’ 13 August 2019.
[4] ‘Report and reflections on the AT Racial Diversity course’ by Korina Biggs, Joanna Britton and Sue Fleming in STATNews vol. 11, no. 1 edited by Jamie McDowell (STAT, January 2021), pp. 8–9.
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