Radical Inclusion

Radical Inclusion Plot Summary

Introduction

Exclusion is a pervasive reality that affects everyone at some point, regardless of status, wealth, or position. Even Queen Elizabeth II, arguably one of the most powerful individuals in the United Kingdom, faced exclusion in her later years due to mobility issues. This universal experience of being left out highlights a fundamental truth: systemic exclusion remains deeply embedded in our societies, and our failure to recognize it perpetuates injustice worldwide. The path toward addressing exclusion requires more than mere acknowledgment; it demands a commitment to radical inclusion—a deliberate effort to fight for everyone's participation, regardless of their background or circumstances. Through examining efforts to overturn the policy excluding pregnant girls from schools in Sierra Leone, we can gain insights into a practical framework for creating more just communities. The seven principles of radical inclusion offer a roadmap for identifying exclusion, listening empathetically, defining our role, building coalitions, taking action, adapting to change, and expanding our vision beyond initial successes. These principles serve not as theoretical constructs but as practical tools for anyone committed to dismantling barriers to participation and creating spaces where everyone truly belongs.

Chapter 1: Identifying Exclusion: Recognizing Systemic Barriers to Participation

Exclusion manifests in various forms, affecting individuals across different contexts and backgrounds. When David Moinina Sengeh was appointed as Sierra Leone's Minister of Basic and Senior Secondary Education in 2019, he encountered a profound example of systemic exclusion. On the very day he took his oath of office, the President announced the continuation of a policy banning visibly pregnant girls from attending school. This policy, which had been in place for a decade, effectively denied thousands of young women their right to education. The initial step in addressing exclusion is identifying it clearly and unambiguously. This requires more than superficial observation; it demands thorough research, deep understanding of complexities, and defining the injustice in unmistakable terms. During his first weeks as minister, Sengeh engaged directly with pregnant schoolgirls and parent learners to understand their experiences. He discovered that while some faced physical challenges during pregnancy, what truly prevented their learning was the stigma, harassment, and institutional barriers imposed upon them. Through conversations with stakeholders across Sierra Leone, including in remote villages, Sengeh began quantifying the impact of this exclusion. The data revealed that the ban not only affected thousands of girls directly but had far-reaching consequences for society. With Sierra Leone's literacy rate below 40% overall and less than 10% for adult rural women, preventing pregnant girls from continuing their education perpetuated cycles of poverty and marginalization. Research consistently showed that each additional year of secondary education completed by a mother directly correlates with improved family income and children's health outcomes. The exclusion of pregnant girls from education represented more than an individual injustice; it reflected broader societal attitudes toward gender and education. By preventing these young women from attending school, the policy reinforced the notion that pregnancy marked the end of a girl's educational journey and potential. Furthermore, it failed to acknowledge that many pregnancies resulted from sexual violence, essentially punishing victims rather than perpetrators. Effective identification of exclusion requires looking beyond the surface to understand its structural nature. Exclusion often appears neutral or even beneficial to those who enforce it, masked by appeals to tradition, morality, or protection. However, by gathering both quantitative data and qualitative experiences, the true cost becomes evident—not just to those directly excluded, but to society as a whole. Sengeh's experience demonstrates that naming exclusion is the essential first step toward creating meaningful change.

Chapter 2: Active Listening: Understanding the Perspectives of All Stakeholders

After identifying exclusion, the next crucial step involves listening—not merely hearing, but truly understanding the perspectives of everyone involved in the situation. When confronting the ban on pregnant girls in Sierra Leone's schools, active listening became a cornerstone of building an effective response. This meant engaging not only with those who supported overturning the ban but especially with those who opposed it. In Bombali District, Sengeh held a town hall meeting in an opposition stronghold, deliberately choosing a potentially hostile environment to gain genuine insight. During this meeting, educators and administrators expressed strong support for maintaining the ban. Their arguments included concerns about "setting bad examples" for other students and questions about implementation challenges. Then something remarkable happened—a school principal named Gloria stood up and shared that she herself had been pregnant at fifteen. Her personal story transformed the atmosphere in the room, creating space for empathy and nuanced discussion. Gloria explained that while she supported overturning the ban, successful implementation would require addressing family and community support systems for these girls. This encounter demonstrated the power of empathetic listening to transform deeply entrenched perspectives. No amount of data or persuasive arguments could have matched the impact of Gloria's testimony. By listening to her experience, the educators in the room began to see the issue through a different lens. The conversation shifted from abstract policy debate to concrete discussion of how to support pregnant girls in continuing their education. Active listening also revealed unexpected allies and insights. Deputy Minister Emily Kadiatu Gogra, who worked closely with Sengeh, had been quietly running a private welfare home that supported pregnant girls by providing childcare while they continued their education. This revelation came only after genuine, open conversation—showing how listening can uncover existing resources and expertise that might otherwise remain hidden. The most effective listening happens across divides of opinion and experience. When Sengeh encountered a young man named Joe who had fathered a child while in school, he gained insight into another overlooked dimension of the issue. Joe's girlfriend had dropped out to care for their child, and he carried tremendous guilt, believing she was smarter and more deserving of education than himself. This conversation highlighted that solutions must address the needs of young fathers as well, rather than compounding injustice by excluding them too. Critically, listening must extend to those with opposing viewpoints, including religious leaders who cited moral and cultural objections to the policy change. Instead of dismissing these concerns, Sengeh engaged directly with them, asking reflective questions: "If pregnant girls can sit next to non-pregnant girls in churches and mosques, who are we to prevent that in schools?" By acknowledging these perspectives while gently challenging their premises, he created space for reconsideration rather than entrenchment.

Chapter 3: Defining Your Role: Finding Your Place in the Movement

When confronting systemic exclusion, individuals must determine their specific role in creating change. This process requires honest self-reflection about one's abilities, position, and motivation. For Sengeh, this journey began long before his ministerial appointment, rooted in personal experiences that shaped his commitment to service and inclusion. Growing up in Sierra Leone, Sengeh was profoundly influenced by his uncle, Dr. J.C. Boima, a renowned surgeon who served people regardless of their ability to pay. While initially pursuing a path to becoming a medical doctor like his uncle, Sengeh ultimately combined medicine, engineering, and research to develop prosthetic devices for amputees. This work stemmed from his desire to help those marginalized by physical disabilities, particularly Sierra Leoneans who had lost limbs during the civil war. His academic and professional trajectory reflected a consistent commitment to addressing exclusion through technological innovation. Family influence played a significant role in shaping Sengeh's dedication to education. His grandmother provided water for schoolchildren; his grandfather served as math coordinator in the Ministry of Education for nearly fifty years; his mother worked in district education offices for decades; and his father taught physics and mathematics before pursuing a career in development. This educational legacy provided both inspiration and practical knowledge that proved invaluable when he was unexpectedly appointed to lead the education ministry. Defining one's role requires understanding both personal motivation—the "why me?"—and timing—the "why now?" When challenging the ban on pregnant girls attending school, Sengeh had to determine why he was uniquely positioned to lead this fight. His outsider-insider status as someone who had experienced exclusion himself yet held institutional power created a distinctive vantage point. His technical expertise combined with his ministerial authority gave him tools to approach the issue systematically. Furthermore, his personal connection as a father of daughters provided emotional fuel for his advocacy. The timing component proved equally important. Social movements often require years of groundwork before significant change becomes possible. While activist Chernor Bah and others had advocated against the ban for years, the political window for change had not previously opened. Sengeh recognized that his appointment represented a potential turning point—a moment when the right person with the right position might catalyze change that others had long fought for. Understanding one's role also means recognizing limitations and the need for complementary voices. While Sengeh brought technical knowledge and political authority to the fight, he needed allies with different strengths—those with community connections, those with personal experiences of the issue, and those with moral authority. By clearly defining his specific contribution within this broader ecosystem of change, he could maximize his effectiveness while empowering others to lead in their domains.

Chapter 4: Building Coalitions: Uniting Diverse Allies for Change

Creating meaningful social change requires more than individual commitment; it demands building coalitions that bring together diverse stakeholders with complementary strengths. The effort to overturn Sierra Leone's ban on pregnant girls attending school illustrates how coalition-building becomes essential for sustainable change, particularly when confronting deeply entrenched policies. Coalition-building often begins with direct confrontation, as Sengeh discovered in his first management meeting as education minister. When he announced his intention to fight for pregnant girls' education, he faced immediate resistance from ministry staff. One assistant director even suggested that allowing pregnant girls in school would eventually lead to allowing "gays in schools," revealing the depth of opposition. Rather than avoiding this confrontation, Sengeh engaged directly, stating his principles clearly while maintaining respect for divergent views. This approach, while challenging, created space for those who quietly agreed to eventually come forward. The most effective coalitions include unexpected allies who span different sectors of society. In Sierra Leone, this meant engaging family members, ministry staff, religious leaders, civil society organizations, and international partners. Each group brought different resources to the effort. Family conversations provided a testing ground for arguments; religious leaders offered moral authority; civil society organizations provided grassroots mobilization; and international partners contributed research and funding. By mapping stakeholders and their potential contributions, Sengeh developed a comprehensive strategy for building support. Language plays a crucial role in coalition-building. When Sengeh's sister expressed skepticism about overturning the ban, he switched from English to their native Mende language to connect with her more authentically. This approach echoes Nelson Mandela's observation that speaking someone's language "goes straight to their hearts." Similarly, when engaging with religious leaders, Sengeh framed arguments within their value systems rather than imposing external frameworks. These linguistic and cultural bridges helped expand the coalition beyond its initial base. Media engagement proved essential for broadening support. Sengeh appeared on "Good Morning Salone," Sierra Leone's most popular radio talk show, despite knowing the hosts opposed overturning the ban. Through careful listening and respectful dialogue, he shifted the conversation from whether pregnant girls should attend school to how best to support them. This public engagement amplified the coalition's message while providing opportunities to counter misinformation directly. Coalition-building also requires careful management of international partners. While organizations like UNICEF and the World Bank supported overturning the ban, Sengeh recognized that having them lead publicly would trigger nationalist resistance. He asked these partners to support from the background while Sierra Leonean voices led the public campaign, ensuring the change would be seen as locally driven rather than externally imposed. The most powerful coalitions emerge when individuals who were once opponents become advocates. Grace, Sengeh's executive assistant, initially opposed allowing pregnant girls in school. After conversations with her mother and sister, she "updated her position" and became a strong supporter. These personal transformations strengthen coalitions by demonstrating that change is possible and by providing authentic messengers who can reach others with similar initial views.

Chapter 5: Taking Action: Moving from Advocacy to Implementation

Identifying exclusion, listening to stakeholders, defining roles, and building coalitions create the foundation for change, but ultimately transformation requires decisive action. For Sengeh, this culminated in a pivotal cabinet meeting where he would present the case for overturning the ban on pregnant girls attending school—a policy that the president himself had publicly supported. Preparation for this decisive moment began weeks earlier when Sengeh followed advice from former Tanzanian President Jakaya Kikwete: "Ministers must understand that the president is busy, but they must still seek his input into all policy development before they are fully developed." Taking this counsel to heart, Sengeh arranged a private meeting with President Bio to discuss bringing the proposal directly to cabinet, bypassing subcommittees where it might be indefinitely delayed. This strategic approach secured the president's procedural approval while leaving the substantive decision for the cabinet debate. Sengeh further prepared by testing his arguments at a presidential dinner, engaging cabinet colleagues individually to understand their objections. He discovered that most resistance stemmed not from disagreement with the principle of inclusion but from fear—fear of potential negative consequences and fear of contradicting the president's public position. Understanding these underlying concerns allowed him to structure his presentation to address them directly. When the crucial cabinet meeting arrived, Sengeh strategically positioned his proposal on pregnant girls as the third of three papers he would present, allowing colleagues to become comfortable supporting his less controversial proposals first. When finally presenting the case for overturning the ban, he framed it as "about the future of our country" rather than a narrow policy matter. This elevation of stakes helped colleagues see beyond immediate political calculations to longer-term national interests. The presentation itself required addressing multiple objections systematically. For political concerns, Sengeh argued that leadership involves listening and evolving, positioning the change as evidence of the president's responsiveness rather than inconsistency. For religious and moral objections, he noted that pregnant girls already attend churches and mosques without corrupting others. For cultural arguments, he pointed to other rapid cultural changes that had been embraced without controversy. Throughout, he maintained respect for opposing views while firmly challenging their premises. The debate that followed was intense, with some promised supporters reverting to opposition. However, the turning point came when President Bio himself interrupted to state that no one should worry about what he would say publicly if they decided to overturn the ban. This presidential signal freed cabinet members to vote their conscience rather than out of political caution. After nearly two hours of discussion, the cabinet approved overturning the ban. This decisive action represented the culmination of months of groundwork but also the beginning of implementation challenges. The decision demonstrated that even seemingly intractable policies can change when advocates combine thorough preparation, strategic timing, and direct engagement with decision-makers' concerns. By addressing fears directly and framing the change as consistent with broader values like universal education, Sengeh transformed what seemed politically impossible into reality.

Chapter 6: Adapting to Change: Establishing and Normalizing New Inclusive Practices

After successfully overturning the ban on pregnant girls attending school, the more challenging work began: ensuring the policy change became normalized throughout Sierra Leonean society. Legislative victories alone cannot transform deeply held social attitudes or practices; they require intentional efforts to help communities adapt to new expectations and norms. Religious and cultural resistance remained significant. Shortly after the cabinet decision, a prominent religious leader delivered a sermon claiming that God was angry with the nation for allowing pregnant girls in schools, warning of divine punishment. Such opposition threatened to undermine implementation despite the formal policy change. President Bio advised staying focused on the mission despite such pushback, observing that "change is very difficult" and that "corruption and indiscipline will fight back" against reforms. The practical challenges of implementation quickly became apparent. Deputy Minister Gogra visited a school where she noticed empty chairs during examinations. Upon inquiry, she learned they belonged to pregnant girls who had not shown up. Despite the policy change, these girls faced continued barriers—their families had sent them away to villages or they faced bullying from peers and teachers. This revealed that policy change alone was insufficient; systematic support systems were needed to make inclusion a reality. To normalize the inclusion of pregnant girls, multiple strategies proved essential. The ministry tracked pregnant girls through its annual school census, enabling targeted support. Organizations like Girls Plus, founded by radio host Asmaa James (who had initially opposed the policy change), provided direct assistance to pregnant girls in every district. Some schools created comfortable areas where parent learners could breastfeed during lunch periods, while teachers sometimes held babies while mothers completed classwork. These practical accommodations made the abstract policy concrete. Cultural tools like comedy and drama played crucial roles in normalizing change. In Sierra Leone, where comedy is incorporated into official state functions, comedians initially mocked the "dreadlocked Rasta minister" advocating for pregnant girls in school. As public opinion shifted, their jokes evolved to ridicule those who opposed inclusion. Eventually, comedy routines began focusing on the need to protect girls from sexual violence rather than questioning their right to education. This evolution reflected and reinforced changing social attitudes. The implementation strategy recognized that those at the inclusion-exclusion boundary could be powerful agents of change. Teachers and administrators who initially opposed the policy but later supported it became crucial bridges to resistant colleagues. Gloria, the principal who had been a pregnant schoolgirl herself, helped other educators navigate challenges with school administrators refusing admission to pregnant girls. These border-crossers possessed unique credibility with both supporters and opponents of the policy. Enforcement mechanisms proved necessary alongside persuasion. The ministry developed detailed implementation guidelines and held schools accountable for following them. While most communities gradually embraced the change, those who actively undermined it faced consequences. This balance of support and accountability created space for adaptation while establishing clear expectations. Perhaps most importantly, implementation required acknowledging that change is never complete. The ministry continuously monitored progress, refined approaches based on feedback, and remained vigilant against backsliding. By treating implementation as an ongoing process rather than a one-time event, they created space for communities to adapt at different paces while maintaining momentum toward greater inclusion.

Chapter 7: Beyond Initial Success: Preventing Backsliding and Expanding Inclusion

Achieving a significant policy victory marks an important milestone, but the work of inclusion extends far beyond initial success. The experience with pregnant girls in Sierra Leone's schools demonstrates that sustaining progress requires vigilance against backsliding while simultaneously expanding the vision of inclusion to encompass new challenges and populations. Backsliding remains a perpetual risk, as illustrated by parallel examples from other contexts. Harvard University faced protests in 2007 when Black students playing frisbee were confronted by campus police demanding identification. The university promised institutional changes, but similar incidents continued occurring years later. This pattern—progress followed by regression—appears consistently across institutions and movements. It underscores why vigilance and continued advocacy remain essential even after apparent victories. To prevent regression, the ministry of education in Sierra Leone adopted multiple strategies. They reengaged stakeholders who had been part of the initial coalition, providing religious leaders with new language and data to support their revised positions. They incorporated pregnant girls and parent learners into monitoring efforts, ensuring their voices remained central. They maintained relationships with international partners who could provide external accountability. These deliberate efforts acknowledged that policy changes remain vulnerable until they become fully normalized within institutional practices and social expectations. Expanding the vision of inclusion proved equally important. The initial focus on pregnant girls created momentum for addressing other forms of exclusion. The National Policy on Radical Inclusion in Schools eventually encompassed children with disabilities, children from rural and underserved areas, and children from low-income families. Cabinet ministers began invoking "radical inclusion" when discussing issues beyond education, including energy access and economic development. This semantic expansion reflected a broader shift in how exclusion was understood across government. The COVID-19 pandemic unexpectedly revealed additional dimensions of exclusion requiring attention. When schools closed, the ministry expanded radio teaching programs beyond urban areas, provided solar-powered radio sets to students in remote locations, and developed printed materials for communities without radio access. These adaptations demonstrated that inclusion requires continuous learning and innovation rather than one-time solutions. Perhaps most significantly, the focus expanded from policy change to cultural transformation. During a school visit in Kailahun district, Sengeh observed students dancing at an event featuring a popular musician. One girl led her blind friend to the stage so she could participate fully. This spontaneous act of inclusion among young people suggested that cultural attitudes were indeed shifting beyond mere compliance with policy. It reinforced the understanding that sustainable change ultimately depends on children themselves embracing and embodying inclusive values. The journey beyond initial success requires balancing celebration with continued commitment. President Bio, who had once publicly supported the ban on pregnant girls, became one of radical inclusion's strongest advocates. At international forums like the Global Education Summit in London, he promoted accessible, safe, quality education for all girls. This transformation from opponent to champion demonstrated that change is possible at all levels—from individual attitudes to institutional policies to national leadership.

Summary

The journey toward radical inclusion illuminates a fundamental truth: creating a more just society requires sustained, deliberate action across multiple fronts. The seven principles—identifying exclusion, listening empathetically, defining our roles, building coalitions, taking decisive action, adapting to change, and expanding our vision beyond initial successes—provide a practical framework for dismantling barriers to participation. When applied to the exclusion of pregnant girls from Sierra Leone's schools, these principles catalyzed transformative change that extended far beyond a single policy reform. The most profound insight emerging from this framework is that inclusion is never complete or permanent. It demands continuous vigilance against backsliding while simultaneously expanding to address newly recognized forms of exclusion. The ultimate goal is not merely policy change but cultural transformation—a society where inclusion becomes reflexive rather than exceptional. This transformation begins when we recognize our own positions on the inclusion-exclusion boundary, acknowledging times when we have been both excluders and excluded, and using that awareness to build bridges toward a more equitable world for all.

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David Moinina Sengeh

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