Inclusive practice development staying put 15 may

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Programme Aims

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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Inclusive practice development staying put 15 may

  1. 1. 14/05/20131Inclusive  prac.ce  development    Staying  Put      Laura  (Mole)  Chapman    From mindscapes to landscapes We would be foolish to assume that it’s easy toachieve a fairer society. If it was easy we would have cracked it, and wewould all live in an equitable world. •  It is not. •  We have not. •  We do not. COMMUNITIES  OF  BELONGING    LocalityCommunityoutsiders   Insiders    Popula5on      Women    Men      
  2. 2. 14/05/20132Dominant  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 thearena where the concepts of right(both in the sense of entitlementand in the sense of what is morallyacceptable) and duty are created,and thus language actuallycreates power, as well asbeing 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)
  3. 3. 14/05/20133There  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 InequalityLow social mobilityDeprivation and povertyDeprivation and povertyLow InequalityHigh social mobilityThe wider the perceived inequality - the unhealthier the community“The first thing to recognise is that we are dealing with the effectsof relative rather than absolute deprivation or poverty” FullanEquality:  •  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
  4. 4. 14/05/20134RespecMul  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    
  5. 5. 14/05/20135Stereotypes  Myths and assumptions Professional reactionShiS  to  beTer  personalisa5on    •  Service  led   •  Person  centred  Inclusive practice:Inclusion is a process of identifying and breaking downbarriers which can be environmental, attitudinal andinstitutional. This process eliminates discriminationthus providing all children and young people withequal access to play.”“Is an ongoing process of reviewing and developingpractice in order to adjust and celebrate diversity. It isthe 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]  West-­‐Burnham,  J.  2009,  pg  122    
  6. 6. 14/05/20136Principles  of  Inclusive  Prac5ce  •  Equality    •  Diversity  •  Balance  •  Fluidity  •  Ethical  Commitment        A  Different  Perspec.ve  on  Equality  pg  20  Capacity  building  •  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?  
  7. 7. 14/05/20137Ac5on  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.  
  8. 8. 14/05/20138Positive 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. 35Co-ProductionOn a societal level, Co-Production entailsa simple but profound shift inrelationships... Co-Production may meanthe active process of remedying orpreventing whatever would violate oursense of social justice. A social justiceperspective elevates the principle to anImperative’Cahn, 2000, p 34-35Whose  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.    Language    Dialogue  •  A  bridge  between  people.  •  Words  can  hinder  or  empower.  •  Links   professional,   personal,   and   private  conversa.ons.  •  Avoid  ‘them’  and  ‘us’.  •  Validates  experience:  ac.ve  and  engaged  par.cipants.  
  9. 9. 14/05/20139Good  bye!    …on  Facebook    or  TwiTer  For  free  materials:  www.equalitytraining.co.uk    

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