Rotherham Equality Perspectives

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