education - manchester university
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Reaching the Hard to Hear
Laura (Mole) Chapman
Welcome
Without certain groups represented in the room, we miss out on the voices we need to hear in order to change.
From mindscapes to landscapes
We would be foolish to assume that it’s easy to achieve a fairer society.
If it was easy we would have cracked it, and we would all live in an equitable world.
• It is not.• We have not.• We do not.
Think!
Flowerboxes or landscaping?
Mainstream is not enough
•Questioning ideology - whose standards?
•Transformation - improvement
•Profound change means bringing in bulldozers …
•Special places or special education?
Perceived Inequality
High InequalityLow social mobility
Deprivation and povertyDeprivation and poverty
Low InequalityHigh social mobility
The wider the perceived inequality - the unhealthier the community
“The first thing to recognise is that we are dealing with the effects of relative rather than absolute deprivation or poverty” Fullan
Inequality and Wellbeing
• Inequality affects all of society• Affluenza - Treadmill culture• Individualism - materialism
culture • Education Hierarchy - target
culture
Wilkinson, Layard and Oliver
Factors that promote wellbeing
EconomicWell-being
Contribution
Enjoy and achieve
Health
Safety
FlourishingPersonal Capacity
Equality:Social, culture Environment
Equality & Diversity:Equality • Equal treatment for all: The availability of the same rights,
position, and status to all people, regardless of gender, sexual preference, age, race, ethnicity, ability or religion. All individuals need to have equal choices and opportunities regardless of their ability.
Diversity • Understanding that each individual is unique, respecting of
differences. A safe, positive, and nurturing environment; where people go beyond tolerance to embracing and celebrating the dimensions contained within each person.
Population change
Reflective practice:strategies for change
Bradford Play Partnership Inclusion Statement:"Inclusion is a process of identifying and breaking down barriers
which can be environmental, attitudinal and institutional. This process eliminates discrimination thus providing all children and young people with equal access to play.”
(Play Partnership 2007)
“Is an ongoing process of reviewing and developing practice in order to adjust and celebrate diversity. It is the journey not the destination!”
(EQuality Training 2006)
The Facts
• Visually impaired people are four times more likely to be verbally and physically abused than sighted people
• People with mental health issues are 11 times more likely to be victimised
• 90% of adults with a learning difficulty report being 'bullied'.
Scope 2008
EquityThe principle of equality has to be reinforced and extended by the practice of equity.
Three broad principles about the nature of social justice:
• Equality: every human being has an absolute and equal right to common dignity and parity of esteem and entitlement to access the benefits of society on equal terms.
• Equity: every human being has a right to benefit from the outcomes of society on the basis of fairness and according to need.
• Social justice: justice requires deliberate and specific intervention to secure equality and equity.
(West-Burnham & Chapman 2009)
Defining wellbeing
Wellbeing is more than absence of pain • Deeper and longer-lasting than pleasure - aspiration and potential• A measure for wellbeing • Specific implications for flourishing Wellbeing recognises growth and development Prioritising wellbeing is fundamental to achieving equity• Seligman’s 3 lives = not an empty life
The Medical Model of disability
• Medical approach to the problem.
• Defined by non-disabled professionals
• Equated to illness in terms of research and findings.
• Care and benefits have been awarded to compensate for personal tragedy.
Medical Model thinking
Badimage
No qualificatio
ns
Expensive
Nothing to bring
Victims
Only know about
disability
Networks
Difficult behaviour
The impairment is
the focusThe person
is perceived as faulty
The Social Model of disability
• The problem owned by the whole community.
• It defines disability in terms barriers, attitudinal, structural and systemic.
• Acknowledges the oppression, and need for action.
• It recognises disabled people’s leadership in finding a solution.
Disabled people as active members of the community
Great P.R
expertise
Challenges
tolerance
Diverse skills
Social skills
Does it differently
Feelings
Assessment panels
Social Model thinking
Social model thinkingAttitudes, the environment & systems are a
problem
We participate in
change for equality
We have an individual &a collective
responsibility
we are allowed to
do what is right for ourselves
we have a positive image and are
proud of who we are
we have expertise
and might wish to
take risks
we are all equal members of the
community
Culture ChangeCompliance → Commitment
Tolerance → Acceptance
Mindscape (me)→ Landscape (us)
Single/Other → Diverse
Deficits → Assets
Barriers → Boundaries
Rigid Rules → Flexible Values
Improve → Transform
EQuality training
Equity and Commitment The principle of equality has to be reinforced and extended by the practice of equity. Three
broad principles about the nature of social justice:
• Equality: every human being has an absolute and equal right to common dignity and parity of esteem and entitlement to access the benefits of society on equal terms.
• Equity: every human being has a right to benefit from the outcomes of society on the basis of fairness and according to need.
• Leadership activity require ethical practice: deliberate and specific intervention to secure equality and equity.
(West-Burnham & Chapman 2010)
Reflective PracticeEnlightenment (understanding)
• Understanding why things have come to be as they are in terms of frustrating self’s realisation of desirable practice.
Empowerment
• Creating the necessary conditions within self whereby action to realize desirable practice can be undertaken.
Emancipation (transformation)
• A stable shift in practice congruent with the realisation of desirable practice
Reflective Practice
Plan
DoReview
What do you know?
What can we learn?What has changed?
Plan
DoReview
New ideas New practice
New outcomes
Reflective Practice
Seeking Congruence Head
• Theory, vision, understanding
Heart
• Feeling, reflection, response
Hand
• Action, practice, learning
From Compliance to Commitment:the implications of ethical practice
How far do your daily activities translate the aspirations of vision into ethical practice?
To what extent do strategies for monitoring, reviewing and evaluating practice focus on a commitment to equity?
How might the wider community be involved in creating the vision?
Defining happiness
• Flourishing is more than absence of pain or suffering.• Not to be confused with pleasure.• A measure for wellbeing and lifechances. • Specific implications for development. • Positive: permanent and pervasive.• 3 lives = not an empty life
Layard, Seligman, and Deiner
‘The pleasant life’
Broaden-and-Build - Positive emotions and feelings – Flexible, creative and clearer thinking
Skills and interest – Plasticity of intelligence– ‘Opportunity cost’
Fredrickson
Intelligence portfolio
Verbal / Linguistic
Logical /mathematicalVisual / Spatial
Interpersonal
Intrapersonal
Bodily / Kinesthetic
Musical
Naturalist
‘The pleasant life’
• Choice & option– Free play and creativity– Choice and control
• Resilience – Positive emotion = positive feelings – Virtuous cycle
‘The good life’
• Barriers to engagement and boundaries for safety
• Need for change or complexity• (Mike) Csíkszentmihályi - ‘Flow’• Risk not hazard • The right choice to suit interest
‘The Meaningful Life’Core purpose
• People who drift become unhappy• No moral or value judgement • Happiness is a skill - time• Other people’s experience and
Personal feelings
Inclusive Practice
• A commitment to ethical practice
• Celebrate growth and effort
• A change in culture:– Culture of belonging
– Culture of acceptance
– Culture of possibility
EQuality training
The pleasant life - participation
Broaden-and-build (Fredrickson): – Positive feelings and emotions – Flexible, creative and clearer thinking
• Development of skill• Choice & option
– control
• Resilience – Positive emotion = positive feelings
Meaningful relationships
Contradicts:• Marginalisation • Negative attitudes • Alienation and exclusion • Stereotypes and prejudice Promotes:• Safety and Belonging• Information Sharing• Collaboration• Liberation • Capacity and resilience
The Good Life - Engagement
Balance – Barriers and Boundaries • Level of engagement
• Need for change or complexity
• Flow
• Risk not hazard
• Unlike pleasure, lack of feeling
Meaningful Life - contribution
Positive purpose and deeper belief• People who drift become unhappy
• No moral or value judgement
• Happiness is a skill so needs time
• Other people’ experience and personal feelings
• Present quality
• Value based purpose
SummaryTo enable the development of strategies to increase
wellbeing strategies may include the following aspects:
• Participation: Friendships and pleasant activity
• Engagement: Association with other young people and adults
• Meaning: from community activity to enrich life and add to sustainability
Implications for personal and shared practice?
Personal meaning • What do I understand by
inequality? • How do I promote wellbeing and
health and happiness?• How do I strengthen my own
understanding?• How do I enable others to grow?• What can I do to take more
responsibility?
Shared understanding • How do we work together?• How do we value others?• How do we address common
language?• How do we enable our children?• How do we involve parents and other
groups?• How do we share action?