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.

1. UNDERSTANDING
EQUALITY
Shared perspectives
Mole (Laura) Chapman

2. Welcome
Without certain groups represented in the room, we miss out on the
voices we need to hear in order to change.

3. Ground Rules
What do you need to participate?

4. Shared Outcomes:
• Hopes and fears:

5. PATH
• Welcome
• Ground rules and shared outcomes
• Equality & Diversity
• Stereotypes and Behaviour
• Inclusive practice
• Strategy Positive and Possible

6. 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.

7. 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.

8. Stereotypes
VULNERABLE CHILDREN ?

9. Prejudice and Barriers

10. Behaviour
Feeling Action:

11. 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.

12. Factors enabling wellbeing
Economic
Well-being
Contribute
Enjoy and achieve
Health
Safety
Wellbeing
Personal Capacity
Social justice
Culture
Environment

13. Growth and Capacity
building

14. 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)

15. Positive & Possible
We can:
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16. Reflective Practice
Enlightenment (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

17. Reflective Practice
Plan
DoReview
What do you know?
What can we learn?What has changed?

18. Plan
DoReview
New ideas New practice
New outcomes
Reflective Practice

19. Culture Change
Compliance → Commitment
Tolerance → Acceptance
Mindscape (me)→ Landscape (us)
Single/Other → Diverse
Deficits → Assets
Barriers → Boundaries
Rigid Rules → Flexible Values
Improve → Transform
EQuality training

20. Closing Circle
QuickTime™ and a
decompressor
are needed to see this picture.
Good bye!
See you again
…on Facebook or
www.equalitytraining.co.uk

21. 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

22. Shared Understanding
We act in ways that acknowledge each others’ worth irrespective
of ability or difference.

23. 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

24. 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

25. Meaningful relationships
Our judgements about almost all social
interactions, organisations and
communities depend upon our
perceptions of the relationships
involved.
Professor John West-Burnham

27. Perceived Inequality
High Inequality
Low social mobility
Deprivation and povertyDeprivation 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

28. 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

29. Wellbeing
Wellbeing … 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

30. health and
happiness
stay safe
enjoy & achieve
make a positive
contribution
economic
wellbeing
Wellbeing - A piece of pie
Without every part given equal value wellbeing is put in
jeopardy

31. Direction of leadership
Every Child Matters - Outcomes:
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

32. Policy cycle

33. 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?

34. 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