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As a Master’s student exploring how educators in Aotearoa New Zealand can be supported in developing gender-inclusive mental models, my journey has been as much about my own unlearning as it has been about creating new learning opportunities for others. I work at academyEX, but when I wanted to practice what I preach, I realised that I&#039;d get the best student experience here too. So, I am doing my second Master&#039;s, this time around <a href="https://academyex.com/courses/master/master-of-change-and-organisational-resilience">Change and Organisational Resilience</a>. If my own <a href="https://academyex.com/courses/master/master-of-contemporary-education">Contemporary Education</a> students can embrace studying while working full-time, so can I!Now that I&#039;m halfway through Part 3 of my MCOR Master&#039;s, I want to share where my practice and design-based research change project has taken me so far. The Starting Point: Survey, Webinar, and GPTThe journey began with designing and running a survey to explore our aEX educator alumni about educators&#039; perspectives on gender inclusion. The survey findings, that I will later publish in <a href="https://herourou.academyex.ac.nz/index.php/herourou">He Rourou</a> in more detail, revealed some key insights about the support educators had received, the barriers they faced, and what they believed was needed to foster gender inclusion in schools. The findings provided the foundation for a webinar I organised to share and discuss these insights.During this process, I also created a <a href="https://chatgpt.com/g/g-zahNJdUsh-gender-diversity-in-education">Gender Diversity in Education GPT</a> to test the potential of generative AI to support educators in exploring gender inclusion—a fascinating intersection of technology and education that inspires my work as a member of the <a href="https://academyex.com/courses/master/master-of-contemporary-education">Master of Contemporary Education</a> team. These initial steps highlighted a significant gap: many educators seem uncertain about where to start or how to build inclusive mental models. This realisation became the catalyst for what would come next.Gender Inclusive Mental Models?If you have been studying with us at academyEX, you are likely familiar with the Water of Systems Change model (<a href="https://www.fsg.org/wp-content/uploads/2021/08/The-Water-of-Systems-Change_rc.pdf">Kania et al., 2018</a>). The creators of that model define mental models as our habits of thought—those deeply held beliefs and assumptions and taken-for-granted ways of operating that influence how we think, what we do, and how we talk. Mental models are one of the six conditions of that systems change model - the other ones are policies, practices, resource flows, relationships and connections, and power dynamics. So why did I choose to focus on mental models - wouldn’t it be easier to change policies and practices? In short, I have noticed the essential internal shifts I needed and wanted to make as an educator. The creators of the Water of Systems Change model also claim that those less explicit conditions (like mental models) are the most challenging to clarify, but they also note that those can have huge impacts on shifting the system. They remind us that as changemakers, we must ensure that we pay sufficient attention to the relationships, power dynamics, and especially the underlying mental models (such as racism and gender biases) embedded in the systems in which we work. I felt like, as an educator, I needed to see and unlearn my habits of thought—my deeply held beliefs and assumptions about gender and taken-for-granted ways of operating that influence how I think, what I do, and how I talk. And I knew I needed other people to help in that, to be able to pay that forward.Embracing Ako to Shift Mental ModelsAko, a beautiful concept rooted in Māori culture, reflects a reciprocal and dynamic approach to both teaching and learning. Embracing ako reminds me constantly that teaching is not just about delivering knowledge but also about creating spaces for shared growth, where teachers and learners challenge and learn from each other. Keeping ako in mind as a value has also influenced my research efforts to shift both my own mental models and those of others.I have wanted to embrace humility in my learning journey—acknowledging that I, too, carry gender-related biases and assumptions that need to be unlearned. I have tried to remember that engaging in reciprocal learning means creating opportunities for dialogue, inviting perspectives from others, and actively listening to diverse voices, including, in this case, those with lived experiences of broader gender diversity. By doing so, I hope can better understand the complexities of inclusion and inspire others to reflect and evolve their thinking as well.I have dreamed that embracing ako would foster environments where challenging conversations about gender biases can occur safely. First, I tried that in a webinar format,  but we teachers are time-poor - so I needed to develop other kinds of support solutions.Creating the UNLEARN PodcastThe <a href="https://unlearnpod.blogspot.com/">UNLEARN podcast</a> was born out of that need for ongoing, accessible, and engaging support for educators. It grew from my realisation that teachers - me included - needed a resource that provided space for reflection while addressing both visible barriers and those often unseen habits of thought that shape our systems and everyday practices. While embracing the principles of ako, I envisioned the podcast as a platform for co-creating solutions, where listeners are invited to step back, listen, and commit to learning—together.I wanted to interview people I knew I had learned with and had still much to learn from. Each guest has brought their unique perspective, challenging my thinking and providing insights that could hopefully resonate with other educators navigating their own unlearning journeys.Each episode concerns questions that challenge educators to reflect, unlearn biases, and explore practical strategies for fostering inclusive classrooms. So far, the episodes have included:<ul><li>Episode 1: Who am I, and why do I want to support educators in gender inclusion?—Introducing my personal journey and why gender inclusion matters.</li><li>Episode 2: How can our common values help us unlearn and embrace gender diversity?—Exploring values, mental models, and how they shape our ability to challenge stereotypes.</li><li>Episode 3: How can statistics help us challenge biases?—A discussion with my MCOR supervisors about interpreting gender-related data and overcoming biases.</li><li>Episode 4: Who are cis, and how can educators better embrace gender diversity?—A deep dive into the concept of cisgender with Rachel Kuysten.</li><li>Episode 5: What do we mean when we speak about creating safe(r) and brave(r) spaces—for everyone?—A conversation with fellow MCOR student Chelsea Haughton on the complexities of creating inclusive spaces.</li><li>Episode 6: How can our lived experiences help us unpack gender diversity in education? — This most recent episode explores how personal stories shape our understanding of gender inclusion, privilege, and unlearning. My guest, Slay Way, an experienced advocate, shares their perspective on cisnormativity, binary vs. nonbinary thinking, intersectional discrimination, and historical gender fluidity, inviting us educators to reflect on our experiences.</li></ul>ach episode is designed not just to inform, but to provoke thought—reflective questions invite listeners to connect the content to their own experiences and teaching practices. All the reflective questions and materials mentioned in the episodes are listed on the <a href="https://unlearnpod.blogspot.com/">https://unlearnpod.blogspot.com/</a> site.Lessons Learned So Far<ol start="1"><li>Reflection is Key: Our beliefs can shift through reflective, transformative learning, which engages both cognitive and emotional processes (<a href="https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf">Mezirow, 1997</a>). As educators, questioning our ingrained assumptions—like binary gender norms—requires intentional reflection on our privileges, openness to discomfort, and resilience to navigate the challenges of unlearning deeply held beliefs. It may seem like a lot, but it is possible and incredibly rewarding. Our students know authenticity and vulnerability are the keys to many meaningful things! </li><li>Building Connections: Creating the podcast has shown me how storytelling and authentic conversations foster meaningful connections. These connections can hopefully help reduce educators&#039; fear of “getting it wrong” and build the resilience needed to keep engaging in this complex but essential work.</li><li>The Power of Iteration: Each episode builds on the last, deepening the exploration of gender inclusion. This iterative approach mirrors the design-based research process and highlights the importance of agility—starting small, adapting, and learning as we go. Resilience fuels this process, reminding us that progress comes from action, not perfection. Taking that first step creates momentum for meaningful change.</li></ol>What’s Next?Looking ahead, I plan to continue using the podcast as a platform to share actionable insights and amplify diverse voices. The next steps include:<ul><li>Publishing report and/or article about the survey findings in He Rourou</li><li>Inviting other brilliant minds to the <a href="https://unlearnpod.blogspot.com/">UNLEARN podcast</a>, those who can help us unlearn</li><li>Collaborating also with our listeners to co-design future content, ensuring the podcast remains a valuable resource. Final Thoughts The journey from a survey to a podcast has been transformative - at least for me personally. Maybe the developers of the Water of Systems Change model are correct in calling that third level, which is all about mental models, a transformative change level. Even though it is the most implicit one, many of us teachers are not afraid of the challenge. We are not afraid of feeling uncomfortable and getting it wrong—we know that’s part of learning and it needs to happen before we can embrace the positive change and outcomes for our students. Their well-being is what matters to us.</li></ul>As a Masters student at academyEX, I have been constantly reminded of the importance of staying curious, reflective, brave and open to unlearning. I invite you to join the conversation by listening to the <a href="https://open.spotify.com/show/7rlNr8PHiUq6nRrfXxRz5h?si=134c3aa1011b42f4">UNLEARN podcast</a>. Together, we can create safer and braver spaces where every student feels a true sense of belonging.ReferencesKania, J., Kramer, M., &amp; Senge, P. (2018). The Water Of Systems Change. <a href="https://www.fsg.org/resource/water_of_systems_change/">https://www.fsg.org/resource/water_of_systems_change/</a> Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, 1997(74), 5-12. <a href="https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf">https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf</a>

A Master’s student at academyEX explores how educators in Aotearoa New Zealand can develop gender-inclusive mental models. From surveys and webinars to launching the UNLEARN podcast, this journey highlights the power of reflection, dialogue, and unlearning in education.

Unlearning to Lead Change: A Master’s Journey in Gender-Inclusive Education

Postgraduate Director and Master’s student Milla Inkala explores how educators in Aotearoa New Zealand can foster gender-inclusive mental models. Milla's research began with a survey and webinar, uncovering key gaps in support and understanding. To make learning more accessible, they launched the UNLEARN podcast—creating space for reflection, dialogue, and transformation. Each episode challenges educators to rethink biases and embrace inclusive teaching. This journey is one of unlearning, and they invite others to join the conversation.

16 Mar, 2025

A Master's Journey in Gender-Inclusive Education Through Podcasting

Milla Inkila