Planning for Diversity and Equality in Schools Dr Mary Gannon NUIG Summer School 21 st June 2006

Outline Exploring Diversity and the implications for our schools Understanding Equality in schools Planning for Equality in my school

Perceptions of Diversity We see what is behind our eyes. Chinese Proverb

‘He could have let me referee, there’s nothing wrong with my voice’

Equality What does it Mean?

Four Aspects of Equality Equality as Equal Access and Outcomes Equality as Recognition Equality as Representation Equality as it Relates to Relationships

Equality as Equal Access and Outcomes Access Participation Achieving educational credentials ( appropriate to students’ potential) ‘We’ve enough Travellers, immigrants, students with disabilities – let other schools take their fair share’

Equality as Recognition Essentially about respect, and particularly respect for difference

Inequality of Recognition Non-recognition –Diversity blindness, or ‘invisibility’ within institution –Limited recognition, unequal status ‘She doesn’t look like a Traveller’ ‘There are no gay/lesbian students in our school’ ‘Them and Us’ ‘Our own students’ Mis-recognition –Stereotyping, often negative –Eurocentric, heterocentric etc curriculum

Equality of Recognition means: Schools proactively recognise and value difference – not merely tolerate it Diversity is seen as a positive enrichment All identities are respected and visibly valued –Through the curriculum, content, examples etc. –In the physical environment –In rules, procedures, policies

Equality as Representation Ensuring that everyone can participate at an appropriate level in decisions that affect them Planning process which reflect and represent the diversity in the school community Creating conditions to ensure that all voices are heard – ‘We invited them but they never came’ ‘ ‘They had their chance to say something, but they didn’t’

Equality as it Relates to Relationships Concerned with: - Relationships of love, solidarity or support, respect and trust –Seeking positive experiences and a sense of belonging for all students –Opportunities for emotional development and personal relationships –The quality of interaction between people from different groups

Legislative Obligations Equal Status Acts, 2000,2004 Education Act, 1998 Education Welfare Act, 2000

Equal Status Acts – 9 Grounds Gender Marital Status Family Status Sexual Orientation Religion Age Disability Race Traveller Community

The Inclusive School Prevents and combats discrimination. Respects, values and accommodates diversity Seeks positive experiences, a sense of belonging and outcomes for all students.… Outcomes include access, participation, personal development and achieving education credentials. Supports participation in decision making by a diversity of students It has a similar concern for and focus on diversity among staff ( Equality Authority, 2005)

Planning for Equality – 3 Key Elements Planning must be informed – reviewing mission and core values in context of diversity, equality and inclusion Consideration of whether mainstreamed or targeted approaches, or both, are best Including the voices of those who may experience inequality at all planning stages

Equality considered at each stage of the SDP Process Review Design Implement Mission Vision Aims Evaluate

Equality Considerations: Review Enrolment: composition of school community Retention Levels: gender, Travellers, disability etc Personal Development: inclusive SPHE & RSE programme Subject planning: RE provision, reflection of diversity in content of subjects

Equality Planning: Design Stage Issue: A number of our students come from non- traditional family backgrounds, but this is not reflected in the curriculum Equality Aim: To ensure that the content of subjects is inclusive

Action Plan: Teachers of relevant subjects – SPHE, Home Ed, RE, CSPE, Languages, Geography etc agree to teach in an inclusive way, to recognise all family units as equally valid and valuable. The Parents’ Council will advise and help Diverse cultural identities will be included through use of appropriate textbooks and resources