14/05/2013 1 Inclusive prac.ce development Staying Put Laura (Mole) Chapman 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. COMMUNITIES OF BELONGING Locality Community outsiders Insiders Popula5on Women Men
The overall aim is to promote greater inclusion for all within your locality, by developing a shared understanding of inclusive practice in order to support commitment development and social cohesion. • Have a broader understanding of the concepts of Equality & Diversity and Disability Equality. • Have a better understanding of what links ethical commitment and inclusive practice. • Have a broader understanding of the concepts of inclusive practice and planning.
Programme Objectives: • Develop an understanding of community and culture. • Explore the context that leads to action that addresses inequality. • Explore values, principles and inclusive practice. • Identifying positive practice. • Identifying practice that promotes or hinders participation. • Develop possible strategies for policy change in: Short-term, Mid-term, and Long-term.
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14/05/2013
1
Inclusive prac.ce development Staying Put
Laura (Mole) Chapman
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.
COMMUNITIES OF BELONGING
Locality
Community
outsiders Insiders
Popula5on
Women Men
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Dominant voice
Women Men
We can refer to this perspec.ve as the group ideology. Simpson (1993:3) ‘the taken-‐for-‐granted assump.ons, beliefs and value-‐systems which are shared collec.vely by social groups’. (Thomas et all, 1999, p. 27-‐28)
Some say that language is the arena where the concepts of right (both in the sense of entitlement and in the sense of what is morally acceptable) and duty are created, and thus language actually creates power, as well as being a site where power is performed.
(Thomas et all, 1999, pg 11)
What we say, and what we don’t?
The challenge?
• People who ques.on dominant ideology oPen appear not to make sense; what they say won’t sound logical to anyone who holds that ideology. In extreme cases, people who ask such ques.ons may even appear to be insane. So, while it is possible to ques.on dominant ideology, there is a price to be paid for doing so. (Thomas et al, 1999, pg 38)
Meaningful relationships
Our judgments about almost all social interac.ons, organisa.ons and communi.es depend upon our percep.ons of the rela.onships involved.
(Gelsthorpe & West-Burnham, 2003)
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There is a community aspect of saying “you are in my community, you may be quite distant, but how can I involve you? What can I
do?”
Perceived Inequality
High Inequality Low social mobility
Deprivation and poverty Deprivation and poverty
Low Inequality High 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
Equality: • Equal treatment for all: The availability of the same rights, posi.on, 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, quan.ty, or value equal to all others in a specific group
• All individuals need to have equal choices and opportuni.es regardless of their ability.
Culture Change
Service led: Welcome Tolerance Single /other Deficit Barriers Rigid rules Compliance Improvement
Community led: Invita.on Acceptance Diverse Assets Boundaries Flexible Principles Commitment Transforma.on
adapted Chapman, L. 2010 pg. 26
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RespecMul Language?
Poli5cal correctness made us change the words but not the conversa5on.
Dialogue as community interven5on • Personal: inner, reflec.ve, analy.cal, synthesizing. The way
issues are internalized. A process that makes sense. [Private voice]
• Social: family and friends, deep, open, direct, love and uncondi.onal acceptance. [Personal voice]
• Professional dialogue: a closed ‘expert’ language -‐ ‘jargon’ to the outsider. The writer, the journalist and the professional communicator… the ques.oning of technique and prac.ce. [Public voice]
• Learning dialogue: process of mentoring, coaching, and tutoring. Enquiry, discovery, ques.oning, affirming. [Expert voice]
• Community dialogue: process of debate and shared decision taking. Trust, conven.on, shared understanding and protocol. [Shared voice]
West-‐Burnham, J. 2009, pg 122
I do like the no5on of courtesy, and therefore for me respect is
expressed through courtesy… avoiding the assump5ons about another person and keeping a certain distance professionally
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Stereotypes Myths and assumptions Professional reaction
ShiS to beTer personalisa5on
• Service led • Person centred
Inclusive practice: "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.”
“Is an ongoing process of reviewing and developing
practice in order to adjust and celebrate diversity. It is the journey not the destination!”
Dialogue • Personal: inner, reflec.ve, analy.cal, synthesizing. The way
issues are internalized. A process that makes sense. [Private voice]
• Social: family and friends, deep, open, direct, love and uncondi.onal acceptance. [Personal voice]
• Professional dialogue: a closed ‘expert’ language -‐ ‘jargon’ to the outsider. The writer, the journalist and the professional communicator… the ques.oning of technique and prac.ce. [Public voice]
• Learning dialogue: process of mentoring, coaching, and tutoring. Enquiry, discovery, ques.oning, affirming. [Expert voice]
• Community dialogue: process of debate and shared decision taking. Trust, conven.on, shared understanding and protocol. [Shared voice]
• Each person is different, so these experiences are the star.ng point for a conversa.on, not a prescrip.on that tells a person what they must do.
• What maiers is understanding what the valued experiences mean at this .me in this person’s life. The only way to gain this understanding is to listen respecjully to a person’s words & ac.ons.
Ques.ons That Create Quality
• How do we enhance people’s reputa.on? • How do we increase people’s presence in the life of their communi.es?
• How do we assist people to develop their capaci.es? • How can we help people have more choice & control in their lives?
• How can we assist people to make & maintain friendships and memberships?
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Ac5on point
• 2 ideas to increase these experiences for the people you work with?
Plan
Do Review
New ideas New prac5ce
New outcomes
Reflec5ve Prac5ce
Towards a user led practice and community
The Equali5es Act
“The vision is to work towards a fairer society and have set out du5es to reduce discrimina5on based on outcomes and evidence.”
The main purpose of the Act is to bring about a culture change so that equality becomes part of core to organisa.onal purpose.
This will mean considering the impact of all daily ac.vity and
therefore make it part of opera.onal and strategic planning.
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Positive and Possible • Everyone can do something to contribute towards greater fairness, while not everyone will do the same thing in the same way.
• The challenge then is to accept that the change is possible if people are able to appreciate a whole diversity of posi.ve ac.ons.
• Rather than a step-‐by-‐step approach or a scale of difficulty, an acceptance of diverse routes to a more human experience.
Chapman, L. 2011 pg. 35
Co-Production
On a societal level, Co-Production entails a simple but profound shift in relationships... Co-Production may mean the active process of remedying or preventing whatever would violate our sense of social justice. A social justice perspective elevates the principle to an Imperative’ Cahn, 2000, p 34-35
Whose slice? Inequality is best explained as a powerful social force that generates community divisions and oppression.
Inequality weakens community life, reduces trust and increases violence across popula.ons.