rotherham equality perspectives
DESCRIPTION
Equality training, unlike awareness training, tackles the problems of inequality through revealing the language and behaviour that exposes discriminatory thinking. Oppression is explained from the perspective of marginalised groups. It provides insight into stereotypes and the resulting prejudice that diferent individuals face within our communities. Equality training promotes social justice by enabling participants to develop positive action to eliminate the barriers and resolve systemic marginalisation, by reaching shared understanding that contradicts alienation. At the heart of all recent legislation is an imperative to tackle the inequality of opportunity in our organisations. The aim is for a more personalised and flexible service for all children. This session gives a framework for understanding key aspects of important legislation with which all organisations must comply.TRANSCRIPT
UNDERSTANDING EQUALITY Shared perspectives
Mole (Laura) Chapman
Welcome
Without certain groups represented in the room, we miss out on the voices we need to hear in order to change.
Ground RulesWhat do you need to participate?
Shared Outcomes:
• Hopes and fears:
PATH
• Welcome
• Ground rules and shared outcomes
• Equality & Diversity
• Stereotypes and Behaviour
• Inclusive practice
• Strategy Positive and Possible
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.
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.
• Agreement of equal value• State of being equal: rights, treatment, quantity, or value
equal to all others in a specific group• All individuals need to have equal choices and opportunities
regardless of their ability.
Stereotypes
VULNERABLE CHILDREN ?
Prejudice and Barriers
Behaviour
Feeling Action:
Diversity:• Understanding that each individual is
unique, and recognizing our differences.
• Acceptance and respect.
• It is the exploration of these differences in a safe, positive, and nurturing environment.
• It is about understanding each other and moving beyond tolerance to embracing and celebrating the dimensions of diversity contained within each individual.
Factors enabling wellbeing
EconomicWell-being
Contribute
Enjoy and achieve
Health
Safety
WellbeingPersonal Capacity
Social justice Culture
Environment
Growth and Capacity building
Inclusive practice:
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)
Positive & Possible
We can:
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
Culture ChangeCompliance → Commitment
Tolerance → Acceptance
Mindscape (me)→ Landscape (us)
Single/Other → Diverse
Deficits → Assets
Barriers → Boundaries
Rigid Rules → Flexible Values
Improve → Transform
EQuality training
Closing Circle
QuickTime™ and a decompressor
are needed to see this picture.
Good bye!
See you again
…on Facebook orwww.equalitytraining.co.uk
Building Capacity
Minorities are deprived and have needs
Communities have capacity, assets and power
Fixed mindset
Growth mindset
A belief in fixed intelligence, ability as a narrow continuum and measured performance
A belief in age not stage. Praise for effort, investment in development of strengths and skills
EYFS: Learning and Development
Shared Understanding
We act in ways that acknowledge each others’ worth irrespective of ability or difference.
Resilience
It’s true that effort is crucial – no one can succeed for long without it – but it’s certainly not the only thing. People have different resources and opportunities. For example, people with money (or rich parents) have a safety net. They can take more risks and keep going longer until they succeed. People with easy access to good education, people with a network of influential friends, people who know how to be in the right place at the right time – all stand a better chance of having their effort paid off. Rich, educated, connected effort works better. People with fewer resources, in spite of their best efforts, can be derailed more easily.
Carol S Dweck, (2006) Mindset
EYFS: Positive relationships
Meaningful relationships
Contradicts:• Marginalisation • Negative attitudes • Alienation and exclusion • Stereotypes and prejudice Promotes:• Safety and Belonging• Information Sharing• Collaboration• Liberation • Capacity and resilience
EYFS: Positive relationships
Meaningful relationships
Our judgements about almost all social interactions, organisations and communities depend upon our perceptions of the relationships involved.
Professor John West-Burnham
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
Needs, Wants and Wishes
• Needs: without these we suffer
• Wants: without these we languish
• Wishes: without these we do not move
forward
Maslow’s Hierarchy of Need
WellbeingWellbeing … is indirectly but powerfully part of the educational and societal goal of
dealing with the emotional and social consequences of failing and being of low status. (Fullan 2007)
Wellbeing is more than absence of pain Wellbeing recognises happiness, pleasure and health Systems which identify academic success as the only
outcome of education success are potentially very damaging Prioritising wellbeing is fundamental to achieving a culture
of equality, because of the part enjoyment plays in success. Humiliation can be a trigger for powerful defensive
behaviours, involving anger and disaffection
health andhappiness stay safe
enjoy & achieve
make a positivecontributioneconomicwellbeing
Wellbeing - A piece of pie
Without every part given equal value wellbeing is put injeopardy
Direction of leadership Every Child Matters - Outcomes:
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being
Policy cycle
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 connect to the
whole?• 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 tackle hierarchy?• 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 leadership?
Multi-Agency Teams
• Respect for equality and wellbeing though joined up service and shared resources
• Personal meaning - acknowledge different models• Shared understanding - develop shared language• Leadership - identify management and personal
responsibility