Interface areas are typically zones of persistent disadvantage characterized by labour market exclusion, low educational attainment, and high levels of social tension and division. They often involve conflict along religious, ethnic, cultural or political lines. Examples discussed include Belfast, with a history of Catholic-Protestant conflict; Schilderswijk district in The Hague, characterized by poverty and immigration; and Dundalk, Ireland, which experiences spillover effects from the Northern Ireland conflict and tensions between travelers and local communities. Common challenges in interface areas include segregation, economic disadvantage, crime, and lack of social cohesion.

1. Module 1:
EXAMINING
INTERFACE
AREAS
"The European Commission support for the production of this publication does not constitute an
endorsement of the contents which reflects the views only of the authors, and the Commission
cannot be held responsible for any use which may be made of the information contained therein."

2. Who is this module for?
This module can be used by anyone who is passionate
about doing something to change or address interface
challenges in their communities, towns, cities or regions.
About this Module
All too often interfaces result in heightened economic and
social disadvantage for those involved. Before we can
learn to effect change, we need to understand more about
interfaces. While Modules 3-5 will take us though enterprise
as a conduit to more stable interfaces, Module 1 introduces
the concept of Interfaces – what they are and what typifies
them in the context of communities and community
challenges.
Module 1 sets the scene for Module 2 – Community Champions
Agents of Change where we delve deeper into how someone
can effect change in their communities using communication,
collaboration and connections and a range of proven tools to
engage to effect change and better outcomes.

3. Learning Focus of Module 1
– What is an Interface Area?
– What typifies an Interface Area?
– Examples of Interface Areas:
Belfast UK, The Hague NL, Dundalk IRE, Brussels BE
- Interface Challenges – with a spotlight on “Us vs Them
Mentality” and New Communities
- In-depth look at the concept of Community
– Community Problems – how to assess and analyse them
Investigate the challenges and problems in your community
– Building Cohesive Communities
– 5 Step Framework for Community Engagement and
Development
– Where does enterprise fit?
– Extra Module Resources/Reading List

4. Practical Learning Focus
This module includes individual and group work exercises, the icon
guide to same is ….
Exercise Exercise Icon
Group Discussions
Written Exercise or Quiz
Video
Downloadable Resources for
extra reading

5. Interface areas are typically zones of persistent
disadvantage, with labour market exclusion and low
educational attainment, and very high levels of social
tension, division and distrust.
Interface areas are increasingly common across Europe,
some involve conflict of a religious, ethnic, cultural or
political nature – (Belfast, Brussels, Paris) but also areas and
communities experiencing cultural fragmentation and
community tensions.
What is an Interface Area?

6. What does an interface look
like in your community?

7. THINKING ABOUT INTERFACES
In your own community, can you name the leading cause of
persistent disadvantage?
Chances are you can at least start the list. Below are
examples of the challenges our communities face, many of
which are interconnected
Crime, violence, drug use,
Ethnic or cultural conflict,
Health disparities, hunger/poverty, inequality,
Lack of jobs or opportunities,
Lack of affordable housing,
Racism, tensions among differing groups,
Lack of social cohesion,
No sense of “community”
Dereliction

8. Interfaces - what are they ?
Although the word 'interface' tends to convey the
image of some kind of face-to-face
confrontation, social interface situations are more
complex and multiple in nature.
Neil Jarman* in his work defines interfaces as
“the intersection of segregated and polarised
working class residential zones in areas with a
strong link between territory and ethno-
political identity”.
* http://conflictresearch.org.uk/staff/

9. What typifies an Interface Area?
Typically interface areas may include some, all or
a mixture of the below….
 Political, religious, social and/or cultural
differences
 Segregation e.g. by race, ethnicity, income
 Economic and/or social disadvantage
 Conflict and/or violence, or the inherent
threat of
 Deprived neighbourhoods
 Atmospheres of mistrust and fear

10. What typifies an Interface Area?
Some interface areas form where:
 Tensions exist in residential, working class
zones
 Opposing religious communities intersect
 In communities which have experienced rapid
growth of inward immigration and non-
integration of multi/mixed cultures
 In areas with longstanding frictions between
groups with differing values and beliefs e.g.
settled community and traveller/Roma
community

11. Identifying Cultural Conflicts
Cultural conflict is usually caused by a clash of
cultural values. Cultural conflict usually has
complicated dynamics.
Cultural differences bring with them a set of
expectations about one's own and others' behaviour.
Conflict can occurs or arise when emotions are
strong even though the issue of disagreement
could be seen from the outside to
be insignificant.

12. Examples of Interface Areas –
Spotlight on Belfast
 Inter-communal violence between
Catholics (most of whom are
nationalists who self-identify as
Irish) and Protestants (most of
whom are unionists who self-
identify as British).
 Legacy of “The Troubles” and
complex conflict with multiple
armed and political actors.
 Segregation - physical separation
barriers called peace walls
 High unemployment, low
educational attainment

14. Local Perceptions – Legacy of
the Conflict in Northern Ireland
Deloitte study of six segregated communities in
Northern Ireland is very insightful
 Only one in eight respondents said that they
would work in areas dominated by the ‘other
community’
 75% of respondents stated that they would not
use their closest health centre if it was located
in a place dominated by the ‘other community’.
 82% of respondents who’s nearest benefit office
was located in a place dominated by the ‘other
community’, stated that they would travel to an
office dominated by their ‘own’ community, even
if they needed to travel further.

15. The United Kingdom
“I believe the cracks in our communities
have grown. Not only has Britain become a
more ethnically segmented nation as
immigration has continued to rise, but also
the growing income and lifestyle gap
between rich and poor has undermined the
sense that there is such a thing as a
common British life.”
Labour MP Chuka Umunna
Source - Guardian

16. Examples of Interface Areas –
Spotlight on Schilderswijk, NL
 The Schilderswijk in The Hague was
known for bad and too small houses,
social disadvantage and disintegration,
poverty, prostitution and crime. This has
improved, but it is still one of the
poorest districts of the Netherlands.
 The number of minimum incomes is
increasing: where in 2013 45.5 % of the
households had an income of less than
110 % of the legal social minimum, in
2015 this number had grown to 51.1 %*.
 Primarily immigrants are living in the
Schilderswijk: 91.5 % immigrants (more
than 100 nationalities) and 8.5 % natives
(year 2015).*
*https://denhaag.buurtmonitor.nl/Jive?cat_open_code=c326

17. Education, unemployment, crime
and health: below average
 On various criteria the Schilderswijk
scores below average.
 Crime*
 Higher perceived deterioration than
average
 Higher perceived social harrassment
than average
 Higher perceived threat than
average
 Health**
 More diabetes and asthma than
average
 Poorer mental health than average
 More obesity than average
 More loneliness than average
13 August 2017: man found dead in parking garage,
allegedly killed by crime
• https://denhaag.buurtmonitor.nl/jive/report?id=veiligheid&openinputs=true
• https://www.trouw.nl/home/de-schilderswijk-slechte-cijfers-maar-wel-veel-
veerkracht~a152f1bd/

18. Education, unemployment, crime
and health: below average
 On various criteria the Schilderswijk
scores below average.
 Education*
 50 Percent has low education
 Low mastery of Dutch language
 Too many early school leavers
 Too high truancy
 Unemployment
 Unemployment rate in 2015: 16 %
(against a national average of 6.9 %)
* https://denhaag.raadsinformatie.nl/document/3326309/1/RIS259488%20Schilderswijk

19. Examples of Interface Areas –
Spotlight on Dundalk Louth, Ireland
 Co. Louth, Ireland borders
Northern Ireland and
experiences the legacy of the
conflict north and south of the
border and repercussions of
same
 While much progress has been
made to alleviate the
tensions, the legacy of those
times is still very alive
Image l-r : Rte News Friday 15 January 2016

20. Economic Disadvantage an
issue in Dundalk, Co. Louth
“Two currencies, two bodies of law and two
structures have inhibited growth and
encouraged the black economy. The McArdle
Report, commissioned by the two Local
Authorities and the two Chambers in Newry
and Dundalk, showed that Dundalk is the
poorest of the southern Border towns and
that Newry is the third worst off in the
North.”
Paddy Malone
Dundalk Chamber of Commerce

21. Keeping the peace in Louth
“Policing in this area is particularly
dangerous because of this residue of the
Northern Troubles. There are no end of
dangerous gangster types and the other so-
called 'dissidents' who continue to subject
the people of the border area to extortion
and racketeering of the worst kind.”
Louth Councillor (public representative
and former Garda Special Branch officer,
Richie Culhane

22. TRAVELLER TENSIONS IN
LOUTH
2016 saw 17 Traveller families evicted from
Woodland Park halting site in Louth after it was
deemed a health and safety risk. It led to public
protest and debate.

23. Examples of Interface Areas –
Spotlight on Brussels, Belgium
 Among Belgians, Brussels has something of a
reputation for being an unsafe city where criminals of
immigrant extractions rule and certain
neighbourhoods are no-go areas, not only for law-
abiding citizens but also for the police.
 In Brussels, the contrast between wealth and poverty
is extremely stark. Most of the wealth generated in
the city is earned by people who live in its suburbs or
who commute there from other towns. Meanwhile
inner-city Brussels has the highest unemployment rate
in Belgium(17.6%)
 ‘Us v Them Mentality’
Source: www.theguardian.com/commentisfree/2010/
feb/08/brussels-crime-police-unemployment

24. What does Interface look like?
 Lack of Community Engagement
 Ghettoization
 Poverty
 Open conflict or threat of same
 Fear of ‘crossing the divide’, ‘other community’,
‘us v them mentality’, Group Think
 Complacency – fear of breaking out of the comfort
zone
These must be addressed to achieve Europe’s
goal of a peaceful and prosperous society.

25. ‘Other Community’
– Us vs Them Mentality
 We all have a tendency to categorize people into
groups, thereby creating an “Us vs. Them”
mentality, which in turn creates unnecessary
tension and antagonism as a result of race, gender,
age, nationality, culture, religion, or socioeconomic
status.
E.g. Politics (radical extremists vs conservatives), War (Palestine vs. Israel),
Sports (Cambuur – SC Heerenveen)
 Result = “Group Thinking” can cause us to act
irrationally and uncooperative, because we are
more concerned about conforming with our group
instead of thinking intelligently for ourselves, or
recognizing other people’s interests and values
outside of our own social circle.

26. Us vs Them Mentality – Spotlight
on Ireland
Travellers are a minority ethnic
group, documented as being a part
of Irish society for centuries.
Travellers have a long shared history
and value system, their own
language, customs and traditions.
The distinctive Traveller lifestyle
and culture based on nomadic
tradition, sets them apart from the
sedentary population or ‘settled
people’. (Pavee Point, 2002)
Source: http://www.drugs.ie/resourcesfiles/research/2006/NACDTravellerReportFinal.pdf
Image: http://travellercounselling.ie/who-we-are/

27. Us vs Them Mentality – in context
As a community, Travellers have experienced extreme
levels of racism, discrimination and social exclusion, as
a survey commissioned by the Citizen Traveller
Campaign demonstrates:-
 36% of Irish people would
avoid Travellers
 97% would not accept
Travellers as members of
their family
 80% would not accept a
Traveller as a friend
 44% would not want
Travellers to be members
of their community. (NACD)
Source: http://travellercounselling.ie/the-traveller-community/racism-and-
discrimination/

28. The Irish Traveller population
‘identity and belonging is vital to everybody, and is equal
to physical wants and needs’.
 In Ireland, the distinctions between Traveller culture and
that of the settled community have only recently been
acknowledged in Ireland as cultural differences.
 This is most strongly evidenced by the early policies of
assimilation which sought to tackle the problems facing
the Traveller community by aiming to assimilate them
into the ‘mainstream’ (settled) culture.
 This approach is now generally recognised as mistaken:
culture bestows identity and belonging upon an
individual and, as the Report of the Task Force on the
Travelling Community points out:
More reading http://www.paveepoint.ie/about-us/traveller-ethnicity-
why-is-it-so-important/
Source:http://www.drugs.ie/resourcesfiles/research/2006/NACDTravelle
rReportFinal.pdf

29. Tensions between the Traveller
and Settled Communities
The Task Force for the Travelling Community (Department of
Justice) points to behaviours on both sides that fuel this
dysfunctional relationship between Travellers and the rest of
the population in Ireland:
‘The most public and controversial area where anti-Traveller
discrimination arises is in relation to the provision of
accommodation.
Resident associations make their opposition to Travellers
living in “their” areas very clear.’
At the same time, some actions of some Travellers, such as
illegal occupation of public land, arouses resentment of
them.’
Source: http://www.drugs.ie/resourcesfiles/research/2006/NACDTravellerReportFinal.pdf

30. Polish Migrants in Belfast
A very interesting recent study
examined the main issues emerging in
the process of integration for the
minority Polish community in Belfast.
Some insights:
 The Polish community is fairly young
and economically active
 Poles generally assess Belfast as a
safe place to be despite facing quite
a significant amount of
discriminatory incidents, including
both verbal and physical assaults.

31. Polish Migrants in Belfast
 Lack of that knowledge of “the
troubles” could cause tension
between the local community and
Polish people in certain areas of
Belfast.
 Polish people generally feel confident
to practice their religion and keep
their cultural identity.
EXERCISE 1: Download and Review Case
Study in further detail
Refer to Module Learner Workbook.
Polish Migrants in Belfast

32. Education
Political
BeliefWork
Experience
Appearance
Religion
Income
Language and
Communication
Skills
Organisational
Role
Family
Age
Gender
Identity or
Expression
Gender
National
Origin
Sexual
Orientation
Mental /
Physical
Ability
Race /
Ethnicity
Bridging the divide – Finding
common ground with diverse groups
The diversity wheel is a
useful tool to use to
overcome the us vs
them mentality. Use it
to help find a common
ground among diverse
groups
The centre of the wheel
represents internal
dimensions that are
usually most permanent
or visible.

33. Education
Political
BeliefWork
Experience
Appearance
Religion
Incom
e
Language and
Communication
Skills
Organisational
Role
Family
Age
Gender
Identity or
Expression
Gender
National
Origin
Sexual
Orientation
Mental /
Physical
Ability
Race /
Ethnicity
The outside of the wheel
represents dimensions that
are acquired and change
over the course of a
lifetime. The combinations
of all of these dimensions
influence our values,
beliefs, behaviours,
experiences and
expectations and make us
all unique as individuals.
EXERCISE 2: Download and use to profile
diverse groups in your community
Refer to Module Learner Workbook.
Bridging the divide – Finding
common ground with diverse groups

34. New Communities - Barriers to being
heard. New communities are diverse
but despite this diversity,
new arrivals experience a
number of common barriers,
such as
 lack of information,
 difficulties in the use of
the native language,
 barriers to recognition,
making it more difficult for
them to get involved or be
heard.
Source:
https://www.jrf.org.uk/report/community
-engagement-and-community-cohesion

35. New Communities - Barriers to being
heard.
Groups particularly at risk
of not having their views
heard effectively are
asylum seekers and
refugees, and new migrant
workers.
Amongst these groups,
women and younger
people were identified as
having even less chance of
being listened to than
older men.

36. What can be achieved when
barriers are broken down?
Glasgow based Maryhill Integration Network (MIN) won the
2016 Community Integration Awards, their work inspires.
EXERCISE 3:
WATCH
COMMUNITY
BARRIERS VIDEO
Refer to Module
Learner Workbook.
Watch Video: https://www.youtube.com/watch?v=CYdPFCuws1U

37. What can be achieved when
barriers are broken down?
• People and groups brought closer together
• New chances and opportunities are opened
up to share, nourish, learn and explore each
others customs and cultures
• Celebrations of cultural diversity
• People can become empowered to stand on
their own feet
• Change peoples lives for the better

38. Building communities and goal
setting
What to work towards?
 Recognition of different groups’
contributions
 Positive relationships between people from
different backgrounds
 Shared sense of contribution and vision
 Shared understanding of individual rights
and responsibilities
 Similar life opportunities
 Sense of trust in local institutions

39. EXERCISE 4:
WATCH
COMMUNITY
MEANING VIDEO
Refer to Module
Learner Workbook.
What does community mean
to you?
https://www.youtube.com/watch?v=Kbfq2PdoweA

40. WHAT IS ANALYZING COMMUNITY
PROBLEMS ALL ABOUT?
 Analysing community problems is way of thinking
carefully about a problem or issue before acting on a
solution.
 It first involves identifying reasons a problem exists, and
then (and only then) identifying possible solutions and a
plan for improvement.
 Often the best techniques for analysing community
problems require simple logic and the collection of
evidence.
Keep in mind that what is seen as a problem can vary from
place to place, and from group to group in the same place.

41. Criteria to Assess problems/challenges
in your community
Some criteria you may consider when identifying community
problems:
 The problem occurs too frequently (frequency)
 The problem has lasted for a while (duration)
 The problem affects many people (scope, or range)
 The problem is disrupting to personal or community life, and
possibly intense (severity)
 The problem deprives people of legal or moral
rights (equity)
 The issue is perceived as a problem (perception), this one
can also help indicate readiness for addressing the issue
within the community.

42. WHY SHOULD WE ANALYZE COMMUNITY
PROBLEMS?
 To better identify what the problem or issue is.
Young people gather on a street. Sometimes they
drink; sometimes they get rowdy. What is the
problem here? The drinking? The rowdiness? The
gathering itself? Or, the possible fact that young
people have nowhere else to go and few positive
alternatives for engagement? Before looking for
solutions, you would want to clarify just what is the
problem (or problems). Unless you are clear, it's hard
to move forward.
 To understand what is at the heart of a problem.
A problem is usually caused by something; what is
that something? We need to find out. And often the
problem we see is a symptom of something else.

43. WHY SHOULD I ANALYZE A COMMUNITY
PROBLEM?
 To determine the barriers and resources
associated with addressing the problem.
It's good practice and planning to anticipate barriers
and obstacles before they might rise up. By doing so,
you can get around them. Analysing community
problems can also help you understand the resources
you need. And the better equipped you are with the
right resources, the greater your chances of success.
 To develop the best action steps for addressing
the problem.
Having a plan of action is always better than making
some random actions to fix the problem. Who else
needs to be involved in the solution? How do you get
them involved?

44. Getting to the Root Cause of
Community Problems -
The "But Why?" Technique?
The "But why?" technique is one method used to
identify underlying causes of a community
issue. These underlying factors are called "root
causes."
 The "But why?" technique examines a
problem by asking questions to find out what
caused it. Each time an answer is given, a
follow-up "But why?" is asked.
 Once you come up with an answer to that
question, probe the answer with another "but
why?" question, until you reach the root of
the problem, the root cause.
Source: http://ctb.ku.edu/en/table-of-contents/analyze/analyze-community-problems-and-
solutions/root-causes/main
EXERCISE 5: BUT WHY
ROOT CAUSE GROUP
EXERCISE
Refer to Module Learner
Workbook.

45. Taking action and effecting change in
Interface Communities – some
challenges
 Analysing community problems can be hard work. Real
community problems are likely to be complex.
Economic development may depend on the global
economy, a force you can't have much effect on.
Whatever the bone of contention, you may have
opposition from within the community itself.
 When you go looking for reasons and underlying causes
for significant problems, you are likely to find more
than one. Several different reasons may be influencing
the problem, in different amounts, all at the same
time. Untangle all the complex reasons and their
relative strengths may be necessary in order to reach a
solution.

46.  The problem may not only have more than one reason;
it may have more than one solution too. Problems
often call for multi-pronged solutions. That is,
difficult problems often must be approached from
more than one direction.
 Restoring peace, public safety, protecting the
community, and responding to diverse needs in order
to achieve greater cohesion is no small task. The right
person needs to set the wheels of change in motion.
We call these people – Community Champions.
 Learn more in Module 2 – Community Champions –
Agents of Change.
Taking action and effecting change in
Interface Communities – some
challenges

47. Building Cohesive Communities
Community cohesion is all about:
 working together towards a society
in which there is a common vision
and sense of belonging by all
 a society in which the diversity of
people’s backgrounds and
circumstances is appreciated and
valued
 a society in which similar life
opportunities are available to all
 a society in which strong and
positive relationships exist and
continue to be developed in the
workplace, in schools and in the
wider community.

48. 5 Step Framework for Community
Engagement and Development
 The International Association for Public Participation
has developed an interesting 5 step framework for
community engagement which is based on five levels
of engagement, each one increasing levels of
participation and involvement.
 At one end of the spectrum engagement is simply an
information sharing exercise, for example through the
provision of websites or newsletters.
 At the other end, engagement can lead to genuine
community empowerment and local control through
mechanisms such as Community Development Trusts.
 To use their tools, you must seek permission
(http://www.iap2.org/?page=13) but their
incremental approach is interesting.

49. Step 1 - Inform
Aim: Provide the public with balanced
and objective information to assist
them in understanding the
opportunities, problems, alternatives
and/or solutions
How: Keeping the public informed
through information dissemination.
One – way process that is starting
point of dialogue.
Effective information dissemination is
vital, with honesty about non-
negotiable areas of influence.
Tools:
• Newsletters
• Websites

50. Step 2 - Consult
Aim: Obtain public feedback
on analysis, alternatives
and/or decisions
How: Consultation invites
responses to be considered
before making decision,
although under no obligation
to make changes. It is a
structured episode, not a
process.
Tools:
• Focus groups
• Surveys
• Public meetings

51. Step 3 - Involve
Aim: Work directly with the public
throughout the process to ensure
that public concerns and
aspirations are consistently
understood and considered.
How: Joint consideration of public
responses with the community
before decisions are taken, with
feedback on how community has
influenced decisions. Fluid,
ongoing process and face to face
dialogue.
Tools
• Workshops
• Deliberative Polling

52. Step 4 - Collaborate
Aim: To partner with the public in
each aspect of the decision
including the development of
alternatives and the identification
of the preferred solution.
How: Look to the community for
help in formulating solutions,
incorporating recommendations into
the decisions as far as is possible.
Face to face dialogue with
community representatives and
those effected.
Tools
• Participatory decision-making
Module 3 is focused
on collaboration
and networking

53. Step 5 - Empower
Aim: Place final decision-
making in the hands of the
public.
How: Requires investment in
time and resources and
community capacity building.
Supporting community control
through the existence of highly
developed local structures.
Tools
Community Development
structures

54. Where does enterprise fit?
Adopting entrepreneurial approaches can contribute to
better outcomes in challenged communities and interfaces.
New businesses & projects can be established by community
champions because they want to tackle social issues. They
use social entrepreneurship means identifying or recognizing
a social problem and use entrepreneurial principles to
organise, create, and manage a social venture to achieve a
desired social change. See Module 2 and Module 5 to explore
this potential further.
Entrepreneurship is not only about new business ventures, it
is also about a way of thinking and behaving. It is about
people who see an opportunity, gather the resources
required, and then build a group of people about them who
will help fulfil the ambition identified.

55. Where does enterprise
fit?
• It is recognised that the greater the
participation rate in entrepreneurial
activities, the better the economic
growth, which is beneficial for a society
as a whole.
• In this way by embracing
entrepreneurship and contributing to
society as whole, those that are from
disadvantaged interface areas and
minority groups can "cross the divide"
and establish themselves as important
contributors to local economies and
communities.
• See Module 4 to explore this potential
further.

56. EXTRA MODULE HANDOUTS
(extra reading)
 Diversity and Inclusivity
 Different types of Minority Groups
 Importance of Social Inclusion
Next onto MODULE 2- COMMUNITY CHAMPIONS – agents of
change…