5. 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. Culture Change
• Tackling inequality is best understood as a
practitioner’s ethical commitment to realise
every child’s rights in full.
• Cultural change takes both time and
innovation: it is neither immediately
available nor instantly achievable.
9. 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
13. Whose cake?
Inequality is best explained as a powerful
social force that leads to community
divisions and hierarchies.
Inequality weakens community life, reduces
trust and increases violence across
populations.
14. 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.
15. 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.”
(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)
16. Equalities Act
• Eliminate unlawful discrimination,
harassment and victimisation and other
conduct prohibited by the Act.
• Advance equality of opportunity between
people who share a protected characteristic
and those who do not.
• Foster good relations between people who
share a protected characteristic and those
who do not.
17. Values & Principles
Values: ‘for all human beings must have some common
values or they cease to be human, and also some different
values else they cease to differ, as in fact they do’
Berlin, I. 2001, p.12
Principles of inclusive practice:
•Equality
•Equity
•Diversity
•Balance
•Fluidity
•Ethical practice
Chapman, L. 2011, p. 20
19. A Tool in Practice:
• Between learner, teaching professionals,
the governing body and community?
• Trust: time and space.
• Growth and thinking.
• Respectful challenge.
21. Meaningful relationships
Our judgments about almost all social
interactions, organisations and
communities depend upon our
perceptions of the relationships
involved.
Professor John West-Burnham
22. 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 strengthen my own
understanding?
• How do I enable others to
grow?
• What can I do to take more
responsibility?
Governor 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 learers?
• How do we involve parents and
other groups?
• How do we share leadership?
23. 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
