Promoting community cohesion through active citizenship Welcome Alan

Promoting community cohesion through active citizenship Welcome Alan Wilkins, Umit Yildiz and Ron Curtis October 2008

Programme aims • • To explore what we mean by ‘community cohesion’, ‘identity’ and ‘diversity’ in the post 16 citizenship context To investigate how active citizenship can be used to foster community cohesion To disseminate good practice in promoting community cohesion through citizenship To enable participants to identify appropriate approaches for their own work settings

Programme - morning • • Arrival and registration Welcome, introductions and support programme update Opening activities - similarities and differences Identity – the ‘social self’ and answering the core question ‘who am I? ’ Break Building individual and collective reflective capacity for meaningful social exchanges between young people from different communities Exploring the connection between active citizenship and community cohesion Lunch

Programme - afternoon • • Reports briefing - ‘Our Shared Future’ and ‘Diversity and Citizenship in the curriculum’ with introduction to QIA post-16 citizenship resources What is Community Cohesion? An exploration of two current approaches • Bradford and Cumbria college linking project – Umit Yildiz: Bradford College and Yorkshire and Humberside post 16 citizenship programme regional trainer • Charlton Athletic Race Equality (CARE)– Matthew Wing: Sport development officer ‘What might work’! Plenary review of key insights, intentions and applications Evaluation of event Close

Similarities and differences Similarities Furthest place all have visited Exam all have passed Person all have spoken to Any other ideas?

Similarities and differences Differences Food eaten that other have not Film seen that other have not Any other ideas?

Which one’s which Guess which one of us has • Always wanted to • Has done • Has never done

Wow! Tell us something so unusual

Identity What is your identity? Discuss which features on these cards has most influence on your identity and how? Is it possible to arrange these cards in some kind of order or pattern of influence in your lives? Be ready to share your thoughts with another person

Different identities Personal identity Social identity Citizenship identity National identity Local identity European identity Concept of multiple identities

Who am I? • • • What are your origins and where do you live now? What is your cultural identity based on? How do you think other people see your identity? Have you ever had any difficulties in relation to the way other people see you? What were these problems and how did you overcome them?

Important influences in your own life What is important to me? What do I believe in? Where do I come from? How do others see me? How do I see myself?

Building reflective capacity In small groups – paper carousel method Consider the skills and attributes you used to complete the previous task List these on a flip chart and share in the plenary Now consider the implications for involving young people in a similar task What other methods, sequences and techniques do you or could you use to achieve a position of self-confidence to explore meaningful exchanges when addressing community cohesion through active citizenship

‘What works’ in community cohesion - Encouraging interaction between young people • • • Gradual introduction of young people to one another, allowing trust to develop Facilitating interaction in a neutral setting – out of context of existing tensions and issues Engaging participants with activities that interest them and which will benefit their personal development Young people getting involved in the project management as well as just taking part Targeting individuals who have the most negative attitudes Long term initiatives seem to work best

The ‘diversity and identity’ and the ‘our shared future’ reports A briefing from Umit A briefing from Alan

Imagine! Read through the statement from ‘Our Shared Future’. What features of an ideal community are illuminated?

‘Our shared future’ report 2008 • A common desire to build a strong society • Where civility and courtesy are the norm • Where people are at ease with change • Committed to being good neighbours and active citizens • Opportunities for advancement and prosperity is more evenly distributed • Mood of pessimism not justified • Excessive coverage of residential segregation • Strongest influences on our outlook is what is happening in our neighbourhoods – localities have unique qualities • One size fits all solutions cannot be prescribed from national level • Millions of small every day actions that can improve or harm

‘Our shared future’ reports • • Shared futures – what binds communities together; rather than differences that divide them New model of rights and responsibilities – that makes sense of citizenship at national and local level A new emphasis on mutual respect and civility – an ethics of hospitality Visible social justice

Motivation for promoting citizenship education q As Head of Deptford Green School developed citizenship education on the following hypothesis: i. Pupils in inner city environments often feel disempowered ii. Disempowerment leads to apathy towards future prospects and therefore to study iii. Citizenship education can provide pupils with a voice, opportunities to participate, to be involved in their school and community and by empowering motivates. q Developed the three Cs of citizenship in the Culture, Community and Curriculum of the school.

What is Community Cohesion? An exploration of two current approaches Bradford and Cumbria college linking project – Umit Yildiz: Bradford College and Yorkshire and Humberside post 16 citizenship programme regional trainer Charlton Athletic Race Equality (CARE)– Matthew Wing: Sport development officer

What is Community Cohesion? An exploration of two current approaches Key questions 1. What aspects of these programmes are examples of active citizenship 2. Why are these educationalists doing this? What drives them? 3. What techniques/approaches are being used? 4. Key insights for you.

What might work? Our shared future; what would you do to help people from different backgrounds in the neighbourhood surrounding your school/workplace/centre get on better? Individuals; then threes; then disclosure and agreement on viable approaches

Evaluation and Close Please complete the evaluation form before you leave Thanks for being with us today Alan, Umit and Ron